Pub Date : 2023-07-03eCollection Date: 2023-09-01DOI: 10.3390/neurosci4030015
Franklin Chu Buh, Germain Sotoing Taiwe, Firas H Kobeissy, Kevin W Wang, Andrew I R Maas, Mathieu Motah, Basil Kum Meh, Eric Youm, Peter J A Hutchinson, Irene Ule Ngole Sumbele
Despite the available literature on traumatic brain injury (TBI) biomarkers elsewhere, data are limited or non-existent in sub-Saharan Africa (SSA). The aim of the study was to analyse associations in acute TBI between the admission serum biomarker concentrations and TBI severity, CT-scan findings, and outcome, as well as to explore the influence of concurrent Toxoplasma gondii infection. The concentrations of serum biomarkers (GFAP, NFL Tau, UCH-L1, and S100B) were measured and Toxoplasma gondii were detected in the samples obtained <24 h post injury. GOSE was used to evaluate the 6-month outcome. All of the biomarker levels increased with the severity of TBI, but this increase was significant only for NFL (p = 0.01). The GFAP values significantly increased (p = 0.026) in those with an unfavourable outcome. The Tau levels were higher in those who died (p = 0.017). GFAP and NFL were sensitive to CT-scan pathology (p values of 0.004 and 0.002, respectively). The S100B levels were higher (p < 0.001) in TBI patients seropositive to Toxoplasma gondii. In conclusion, NFL was found to be sensitive to TBI severity, while NFL and GFAP were predictive of CT intracranial abnormalities. Increased levels of GFAP and Tau were associated with poorer outcomes 6 months after TBI, and the S100B levels were significantly affected by concurrent T. gondii infection in TBI patients compared with the seronegative patients.
{"title":"Serum Biomarker Concentrations upon Admission in Acute Traumatic Brain Injury: Associations with TBI Severity, <i>Toxoplasma gondii</i> Infection, and Outcome in a Referral Hospital Setting in Cameroon.","authors":"Franklin Chu Buh, Germain Sotoing Taiwe, Firas H Kobeissy, Kevin W Wang, Andrew I R Maas, Mathieu Motah, Basil Kum Meh, Eric Youm, Peter J A Hutchinson, Irene Ule Ngole Sumbele","doi":"10.3390/neurosci4030015","DOIUrl":"10.3390/neurosci4030015","url":null,"abstract":"<p><p>Despite the available literature on traumatic brain injury (TBI) biomarkers elsewhere, data are limited or non-existent in sub-Saharan Africa (SSA). The aim of the study was to analyse associations in acute TBI between the admission serum biomarker concentrations and TBI severity, CT-scan findings, and outcome, as well as to explore the influence of concurrent <i>Toxoplasma gondii</i> infection. The concentrations of serum biomarkers (GFAP, NFL Tau, UCH-L1, and S100B) were measured and <i>Toxoplasma gondii</i> were detected in the samples obtained <24 h post injury. GOSE was used to evaluate the 6-month outcome. All of the biomarker levels increased with the severity of TBI, but this increase was significant only for NFL (<i>p</i> = 0.01). The GFAP values significantly increased (<i>p</i> = 0.026) in those with an unfavourable outcome. The Tau levels were higher in those who died (<i>p</i> = 0.017). GFAP and NFL were sensitive to CT-scan pathology (<i>p</i> values of 0.004 and 0.002, respectively). The S100B levels were higher (<i>p</i> < 0.001) in TBI patients seropositive to <i>Toxoplasma gondii.</i> In conclusion, NFL was found to be sensitive to TBI severity, while NFL and GFAP were predictive of CT intracranial abnormalities. Increased levels of GFAP and Tau were associated with poorer outcomes 6 months after TBI, and the S100B levels were significantly affected by concurrent <i>T. gondii</i> infection in TBI patients compared with the seronegative patients.</p>","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"13 1","pages":"164-177"},"PeriodicalIF":1.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11523680/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83466670","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 : 2023-07-01DOI: 10.1097/IYC.0000000000000245
Danielle DuShane, SeonYeong Yu
The purpose of this review is to understand what has been learned over the past 20 years of research on preschool and childcare expulsions in the United States. Our literature search identified 16 research studies on this topic. An extensive review of the identified studies was conducted to critically examine the methods used to measure expulsion, the purposes of the reviewed studies, and interventions used to mitigate expulsion rates. Results from this review revealed that researchers have examined the rates of expulsion and factors that could influence expulsion, such as predictive and risk factors (e.g., demographics, disability status), teachers' roles, teacher–family relationships, and interventions. Notably, the reviewed studies highlighted high rates of expulsion among Black male students and students with disabilities. Many teachers reported high stress, limited access to resources, and challenging relationships with administrators and parents during the process of expulsion. Although a variety of methods (e.g., survey, interview, observation) were used to measure expulsion rates, surveys were the primary method of data collection. Interventions targeting teacher well-being, mental health consultation, and classroom-wide interventions (e.g., Pyramid Model) were found to be promising methods for reducing expulsions. Based on the results, gaps in the literature and implications for future research and practice are discussed.
{"title":"Preschool and Childcare Expulsion","authors":"Danielle DuShane, SeonYeong Yu","doi":"10.1097/IYC.0000000000000245","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000245","url":null,"abstract":"The purpose of this review is to understand what has been learned over the past 20 years of research on preschool and childcare expulsions in the United States. Our literature search identified 16 research studies on this topic. An extensive review of the identified studies was conducted to critically examine the methods used to measure expulsion, the purposes of the reviewed studies, and interventions used to mitigate expulsion rates. Results from this review revealed that researchers have examined the rates of expulsion and factors that could influence expulsion, such as predictive and risk factors (e.g., demographics, disability status), teachers' roles, teacher–family relationships, and interventions. Notably, the reviewed studies highlighted high rates of expulsion among Black male students and students with disabilities. Many teachers reported high stress, limited access to resources, and challenging relationships with administrators and parents during the process of expulsion. Although a variety of methods (e.g., survey, interview, observation) were used to measure expulsion rates, surveys were the primary method of data collection. Interventions targeting teacher well-being, mental health consultation, and classroom-wide interventions (e.g., Pyramid Model) were found to be promising methods for reducing expulsions. Based on the results, gaps in the literature and implications for future research and practice are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"108 1","pages":"177 - 194"},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76260519","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 : 2023-07-01DOI: 10.1097/IYC.0000000000000244
M. Siller, Harshini Murthy, Sally Fuhrmeister
Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.
{"title":"Distance Learning in an Inclusive Preschool Focused on Autism During the COVID-19 Pandemic","authors":"M. Siller, Harshini Murthy, Sally Fuhrmeister","doi":"10.1097/IYC.0000000000000244","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000244","url":null,"abstract":"Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"125 1","pages":"211 - 227"},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78527504","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 : 2023-07-01DOI: 10.1097/IYC.0000000000000241
J. Marshall, Emma Hume, Concha Prieto, Cedrick Ade, Jennifer Delva, Carlene Geffrard, Emanuelle Dias, R. S. Elger
Early Childhood Comprehensive Systems (ECCS) grants help states and communities improve early childhood systems to support child development, equitable access to quality services and supports, and family well-being. Truly interdisciplinary, ECCS promotes cross-sector systems change initiatives that focus on integrating health care, mental health, social services, and family support broadly and within communities with concentrated risk factors that negatively impact child health and development. Florida was 1 of 12 states funded from 2016 to 2021 to use a Collaborative Improvement and Innovation Network (CoIIN) approach to do this work. Through community-driven initiatives that focus on policy, partnerships, and practices, Florida ECCS committed to ensuring equitable opportunities for families and young children who may face barriers due to residing in disenfranchised communities. This article describes the process of evaluating this multiyear community-led, place-based initiative that leveraged cross-sector state-level support and used a variety of methods to track evolving ECCS processes and outcomes.
{"title":"Evaluation Strategies for Florida's Early Childhood Comprehensive Systems Impact Project","authors":"J. Marshall, Emma Hume, Concha Prieto, Cedrick Ade, Jennifer Delva, Carlene Geffrard, Emanuelle Dias, R. S. Elger","doi":"10.1097/IYC.0000000000000241","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000241","url":null,"abstract":"Early Childhood Comprehensive Systems (ECCS) grants help states and communities improve early childhood systems to support child development, equitable access to quality services and supports, and family well-being. Truly interdisciplinary, ECCS promotes cross-sector systems change initiatives that focus on integrating health care, mental health, social services, and family support broadly and within communities with concentrated risk factors that negatively impact child health and development. Florida was 1 of 12 states funded from 2016 to 2021 to use a Collaborative Improvement and Innovation Network (CoIIN) approach to do this work. Through community-driven initiatives that focus on policy, partnerships, and practices, Florida ECCS committed to ensuring equitable opportunities for families and young children who may face barriers due to residing in disenfranchised communities. This article describes the process of evaluating this multiyear community-led, place-based initiative that leveraged cross-sector state-level support and used a variety of methods to track evolving ECCS processes and outcomes.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"1 1","pages":"247 - 266"},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73223789","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 : 2023-07-01DOI: 10.1097/IYC.0000000000000243
Melissa Gonzalez, Catherine Rama, Aria Nawab, Emily Robertson, Paulina Maria Partridge, Arielle Ashkenazi, Elana Mansoor, Julie Van Weelden, Kristyna Peña, Ruby A. Natale
The COVID-19 pandemic has had massive impacts across the globe. Children with developmental delays are an increasingly vulnerable population, highlighting the importance of ensuring they have access to high-quality virtual services during this time. The Early Discovery program currently provides therapeutic interventions for children with mild developmental delays. We sought to compare the outcomes of 2 cohorts within the Early Discovery program using different delivery approaches (n = 238 families): children who received services in person before the pandemic (n = 126) and children who received services via telehealth in the acute phase of the pandemic (n = 112). Both groups of children showed significant improvements in language skills posttreatment, and, with regard to auditory comprehension, both groups showed similar rates of improvement. However, children receiving in-person services before the pandemic showed greater improvements in expressive communication skills than children receiving telehealth services during the pandemic. Results indicate that the Early Discovery program was able to make adjustments during the pandemic that assisted families in maintaining progress in improving their child's language skills.
{"title":"Providing Virtual Support to Children With Mild Developmental Delays in Response to the Pandemic","authors":"Melissa Gonzalez, Catherine Rama, Aria Nawab, Emily Robertson, Paulina Maria Partridge, Arielle Ashkenazi, Elana Mansoor, Julie Van Weelden, Kristyna Peña, Ruby A. Natale","doi":"10.1097/IYC.0000000000000243","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000243","url":null,"abstract":"The COVID-19 pandemic has had massive impacts across the globe. Children with developmental delays are an increasingly vulnerable population, highlighting the importance of ensuring they have access to high-quality virtual services during this time. The Early Discovery program currently provides therapeutic interventions for children with mild developmental delays. We sought to compare the outcomes of 2 cohorts within the Early Discovery program using different delivery approaches (n = 238 families): children who received services in person before the pandemic (n = 126) and children who received services via telehealth in the acute phase of the pandemic (n = 112). Both groups of children showed significant improvements in language skills posttreatment, and, with regard to auditory comprehension, both groups showed similar rates of improvement. However, children receiving in-person services before the pandemic showed greater improvements in expressive communication skills than children receiving telehealth services during the pandemic. Results indicate that the Early Discovery program was able to make adjustments during the pandemic that assisted families in maintaining progress in improving their child's language skills.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"7 1","pages":"195 - 210"},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84119793","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 : 2023-07-01DOI: 10.1097/IYC.0000000000000242
Jessica Amsbary, H. Able
Early intervention (EI) services are intended to be delivered in a family-centered manner. Thus, it is important to obtain family perspectives as they relate to implementation experiences in EI. Using an implementation science framework to guide the questioning. Twelve interviews were conducted with parents who participated in 1 EI program to explore their perceptions of challenges and successes around the intervention practice components, parent coaching processes, and contextual factors in which the intervention was delivered. Parents perceived many of the aspects of the intervention such as specific strategies, strong relationships with their interventionists, and intervention delivery in home and clinic settings as useful and beneficial. They reported challenges related to embedding the intervention into daily activities, feelings of discomfort when practicing intervention strategies, and struggles with scheduling sessions. Implications for research and practice are discussed.
{"title":"Exploring Parents' Perceptions of an Early Intervention for Toddlers With Autism","authors":"Jessica Amsbary, H. Able","doi":"10.1097/IYC.0000000000000242","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000242","url":null,"abstract":"Early intervention (EI) services are intended to be delivered in a family-centered manner. Thus, it is important to obtain family perspectives as they relate to implementation experiences in EI. Using an implementation science framework to guide the questioning. Twelve interviews were conducted with parents who participated in 1 EI program to explore their perceptions of challenges and successes around the intervention practice components, parent coaching processes, and contextual factors in which the intervention was delivered. Parents perceived many of the aspects of the intervention such as specific strategies, strong relationships with their interventionists, and intervention delivery in home and clinic settings as useful and beneficial. They reported challenges related to embedding the intervention into daily activities, feelings of discomfort when practicing intervention strategies, and struggles with scheduling sessions. Implications for research and practice are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"28 1","pages":"228 - 246"},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83798198","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 : 2023-04-01DOI: 10.1097/iyc.0000000000000240
Actions speak louder than words. Another adage that challenges us to walk the walk, rather than just talk the talk. That is, we should do something rather than just talk about something. Most recently, the need for action has been illustrated through the focus on equity in early childhood service delivery. This is challenging because the word “equity” is contextual, sometimes misapplied, and many times not defined. For example, equity is illustrated differently across populations of young children and their families, service sectors, and targeted outcome. Early childhood intervention (ECI) for infants and young children with disabilities is one service delivery sector where inequity and disparities have been evident. Although our field espouses service components such as interdisciplinary teams, accessible screening protocols, authentic assessments, individualized service delivery plans, inclusive classrooms and communities, and data-based instructional and intervention protocols, many families and their children have been excluded from ECI service delivery models that use these practices. In many cases, these are families who are marginalized in society because of their diverse backgrounds. There are many reasons for these exclusions from appropriate and individualized intervention services. They range from an undertrained workforce who is facing unprecedented shortages of personnel, to systems that are underfunded and uncoordinated, to practices that are not accessible, appropriate, nor available to families and children from diverse backgrounds. One can also blame the aftermath (we hope) of an unprecedented pandemic that shifted society in many ways and created disequilibrium across all service sectors, including ECI. No matter what the reason, it is time to address such challenges so that we can create and implement equitable ECI systems for all infants and young children and families eligible for ECI services. For too long, the system has been complacent about service delivery to marginalized populations who represent diverse backgrounds. We must move beyond a call for equity and instead implement actions to correct disparities across systems, programs, and families. We know what we need to do; Equity must be seen as an action verb rather than just a word we embed into our rhetoric. CURRENT ISSUE Our first article by Loraine Swanson, Meera Menon, Amber Minogue, Rebecca Russell, and Scott Berns describes an early childhood system framework developed through observations of system work in states and communities participating in the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN). The Network focused on building systems that support increased developmental promotion and screening of young children who experience inequities related to race, place, and income. The proposed framework recognized the individual needs and operations of different service sectors and disciplines, as well as the comple
结果使用前/后测试设计进行测量，证明了父母的能力感和授权感的积极变化。家长也认为干预是可以接受的，表明干预的社会有效性和可行性。我们的下一篇文章由Sophia D' agostino, Sarah Douglas和Hedda Meadan撰写，描述了一项专注于早期干预提供者的感知和报告在指导护理人员时使用同情护理能力的研究。尽管在其他学科中，同情心指导是一种备受重视和研究的实践，但在早期干预领域并不普遍。这种模式中的实践和行为优先考虑人际交往能力和与家庭的关系，作为增加儿童和家庭成果的手段。75名早期干预者完成了一份在线问卷，以评估早期干预中同情护理能力的重要性、使用频率和信心。结果表明，大多数同情护理能力被受访者评为高重要性，尽管有些能力不经常实施，提供者报告缺乏信心来实施它们。提供了关于在早期干预中使用同情护理能力的建议。我们的上一篇文章是由张雅致、南希·亨特和罗宾·多兹撰写的，主要讨论了不同文化背景的父母和服务提供者从早期干预过渡到早期儿童特殊教育的挑战。采用焦点小组的方法，从8个不同文化背景的家庭(2组)、5名早期干预者(1组)和6名早期儿童特殊教育教师(1组)中收集有关过渡的信息。通过广泛而集中的问题，各小组确定了关于过渡的几个主题。其中包括:(1)在过渡时期感到迷失;(2)有限制性选择，导致限制性(非包容性)安置;(3)服务和模式的中断。本文讨论了这些问题，并提出了改善多元文化家庭和服务提供者过渡过程的建议，包括加强教师培训计划。与往常一样，我要感谢作者将他们的作品提交给IYC，以及协助编辑过程的审稿人，他们为这些手稿的出版提供了建议。——mary Beth Bruder，博士编辑
{"title":"From the Editor","authors":"","doi":"10.1097/iyc.0000000000000240","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000240","url":null,"abstract":"Actions speak louder than words. Another adage that challenges us to walk the walk, rather than just talk the talk. That is, we should do something rather than just talk about something. Most recently, the need for action has been illustrated through the focus on equity in early childhood service delivery. This is challenging because the word “equity” is contextual, sometimes misapplied, and many times not defined. For example, equity is illustrated differently across populations of young children and their families, service sectors, and targeted outcome. Early childhood intervention (ECI) for infants and young children with disabilities is one service delivery sector where inequity and disparities have been evident. Although our field espouses service components such as interdisciplinary teams, accessible screening protocols, authentic assessments, individualized service delivery plans, inclusive classrooms and communities, and data-based instructional and intervention protocols, many families and their children have been excluded from ECI service delivery models that use these practices. In many cases, these are families who are marginalized in society because of their diverse backgrounds. There are many reasons for these exclusions from appropriate and individualized intervention services. They range from an undertrained workforce who is facing unprecedented shortages of personnel, to systems that are underfunded and uncoordinated, to practices that are not accessible, appropriate, nor available to families and children from diverse backgrounds. One can also blame the aftermath (we hope) of an unprecedented pandemic that shifted society in many ways and created disequilibrium across all service sectors, including ECI. No matter what the reason, it is time to address such challenges so that we can create and implement equitable ECI systems for all infants and young children and families eligible for ECI services. For too long, the system has been complacent about service delivery to marginalized populations who represent diverse backgrounds. We must move beyond a call for equity and instead implement actions to correct disparities across systems, programs, and families. We know what we need to do; Equity must be seen as an action verb rather than just a word we embed into our rhetoric. CURRENT ISSUE Our first article by Loraine Swanson, Meera Menon, Amber Minogue, Rebecca Russell, and Scott Berns describes an early childhood system framework developed through observations of system work in states and communities participating in the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN). The Network focused on building systems that support increased developmental promotion and screening of young children who experience inequities related to race, place, and income. The proposed framework recognized the individual needs and operations of different service sectors and disciplines, as well as the comple","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"428 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135017458","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 : 2023-04-01DOI: 10.1097/IYC.0000000000000236
Katherine J. Bateman, I. Schwartz, Ryan P. Grimm
Children with intellectual and developmental disabilities engage in higher rates of challenging behavior (CB) than their typically developing peers. Effective and sustainable intervention and supports designed to reduce CB, as well as promote the development of positive, prosocial behavior, are urgently needed. One approach to targeting CB is providing parents with education and support to serve as the agents of behavior change. The purpose of this study was to examine the effectiveness of a parent education (PE) program focused on the principles of applied behavior analysis delivered using the Project ECHO service delivery model. Results demonstrate positive outcomes in parents' senses of competency and empowerment. In addition, parents identified the intervention as acceptable, suggesting this model as a highly effective and sustainable PE model for this population.
{"title":"Project ECHO","authors":"Katherine J. Bateman, I. Schwartz, Ryan P. Grimm","doi":"10.1097/IYC.0000000000000236","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000236","url":null,"abstract":"Children with intellectual and developmental disabilities engage in higher rates of challenging behavior (CB) than their typically developing peers. Effective and sustainable intervention and supports designed to reduce CB, as well as promote the development of positive, prosocial behavior, are urgently needed. One approach to targeting CB is providing parents with education and support to serve as the agents of behavior change. The purpose of this study was to examine the effectiveness of a parent education (PE) program focused on the principles of applied behavior analysis delivered using the Project ECHO service delivery model. Results demonstrate positive outcomes in parents' senses of competency and empowerment. In addition, parents identified the intervention as acceptable, suggesting this model as a highly effective and sustainable PE model for this population.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"3 1","pages":"130 - 146"},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73063100","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 : 2023-04-01DOI: 10.1097/IYC.0000000000000238
Sophia R. D’Agostino, Sarah N. Douglas, H. Meadan
The practice of coaching caregivers requires early intervention (EI) providers to build relationships using compassionate care while implementing coaching practices to increase outcomes for caregivers and children. Coaching with compassion is highly valued and studied within other disciplines, yet investigations focused on interpersonal skills within the field of EI are just emerging. With the rise of families enrolled in Part C programs along with the increasing emphasis of caregiver coaching, it is critical to explore the approach of coaching with compassion. The aim of this study was to examine EI providers' perceptions and reported use of compassionate care competencies within caregiver coaching. We report findings from an online questionnaire that contained closed and open-ended questions. The results of this study indicate that most compassionate care competencies were ranked highly whereas some were not implemented as often and EI providers reported less confidence in using them. Early intervention providers also identified benefits and challenges to implementation. In addition, EI providers noted the importance of integrating compassionate care competencies into the practice of caregiver coaching. Results provide critical insights related to including compassionate care competencies into preparation for EI providers. Training recommendations and resources for EI providers are discussed.
{"title":"Compassionate Care Within Early Intervention Caregiver Coaching","authors":"Sophia R. D’Agostino, Sarah N. Douglas, H. Meadan","doi":"10.1097/IYC.0000000000000238","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000238","url":null,"abstract":"The practice of coaching caregivers requires early intervention (EI) providers to build relationships using compassionate care while implementing coaching practices to increase outcomes for caregivers and children. Coaching with compassion is highly valued and studied within other disciplines, yet investigations focused on interpersonal skills within the field of EI are just emerging. With the rise of families enrolled in Part C programs along with the increasing emphasis of caregiver coaching, it is critical to explore the approach of coaching with compassion. The aim of this study was to examine EI providers' perceptions and reported use of compassionate care competencies within caregiver coaching. We report findings from an online questionnaire that contained closed and open-ended questions. The results of this study indicate that most compassionate care competencies were ranked highly whereas some were not implemented as often and EI providers reported less confidence in using them. Early intervention providers also identified benefits and challenges to implementation. In addition, EI providers noted the importance of integrating compassionate care competencies into the practice of caregiver coaching. Results provide critical insights related to including compassionate care competencies into preparation for EI providers. Training recommendations and resources for EI providers are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"74 1","pages":"147 - 163"},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87414730","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 : 2023-04-01DOI: 10.1097/IYC.0000000000000235
Loraine Swanson, Meera Menon, Amber Minogue, R. Russell, S. Berns
Given the proportion of young children experiencing disadvantages in achieving optimal health due to inequities related to race, place, and income, there is increasing attention to developing effective early childhood (EC) systems. As EC leaders embrace methods such as collective impact in driving systems change, there is a growing recognition that a one-size-fits-all approach to developing integrated EC systems may be inappropriate as systems-building efforts may differ in their “maturity.” Systems maturity, as we define, refers to the ability of child-focused organizations, across disciplines and sectors, to successfully collaborate toward continuous improvement in supporting optimal child well-being. A flexible, developmental framework of systems building accounting for maturity better articulates the nuances of EC systems-building work. This article describes an emergent framework of EC systems development observed from states and communities participating in the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN) and aiming to build systems for increased developmental promotion and screening. The framework depicted both acknowledges the complexity of systems building while providing a simplified frame for assessing the status of a system to drive further system development. This framework can be utilized to guide effective implementation and evaluation of EC systems-building initiatives.
{"title":"Exploring a Framework for Early Childhood Systems Maturity","authors":"Loraine Swanson, Meera Menon, Amber Minogue, R. Russell, S. Berns","doi":"10.1097/IYC.0000000000000235","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000235","url":null,"abstract":"Given the proportion of young children experiencing disadvantages in achieving optimal health due to inequities related to race, place, and income, there is increasing attention to developing effective early childhood (EC) systems. As EC leaders embrace methods such as collective impact in driving systems change, there is a growing recognition that a one-size-fits-all approach to developing integrated EC systems may be inappropriate as systems-building efforts may differ in their “maturity.” Systems maturity, as we define, refers to the ability of child-focused organizations, across disciplines and sectors, to successfully collaborate toward continuous improvement in supporting optimal child well-being. A flexible, developmental framework of systems building accounting for maturity better articulates the nuances of EC systems-building work. This article describes an emergent framework of EC systems development observed from states and communities participating in the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN) and aiming to build systems for increased developmental promotion and screening. The framework depicted both acknowledges the complexity of systems building while providing a simplified frame for assessing the status of a system to drive further system development. This framework can be utilized to guide effective implementation and evaluation of EC systems-building initiatives.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"90 1","pages":"93 - 109"},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82207718","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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