Pub Date : 2023-04-01DOI: 10.1097/IYC.0000000000000237
Ya-Chih Chang, Nancy P. Hunt, Robin L Dodds
Infants and toddlers with disabilities (ages birth to 2 years) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3–21 years) receive special education and related services under IDEA Part B. IDEA mandates the provision of opportunities for parent involvement in early intervention (Part C), preschool special education (Part B), and transition between the two (Individuals with Disabilities Education Act [IDEA], 2004). Despite the emphasis in federal law on collaboration with families and communicating information to them, parents do not feel well supported during the transition period (Douglas, Meadan, & Schultheiss, 2022). The limited research on this transition shows that primary caregivers lack understanding of how their roles change during this transition period. The authors of the current study conducted four focus groups to evaluate the perceptions of parents, early interventionists, and preschool special educators, all from predominantly minority populations, regarding the transition process for early intervention to preschool for young children with disabilities. Primary themes were identified: (1) lost in transition, (2) restricted choices lead to restrictive placements, and (3) discontinuity. These challenges are discussed and recommendations are provided.
残疾婴幼儿(出生至两岁)及其家庭在IDEA Part C下接受服务，残疾儿童和青少年(3-21岁)在IDEA Part B下接受特殊教育和相关服务。IDEA要求父母参与早期干预(C部分)、学前特殊教育(B部分)以及两者之间的过渡(2004年《残疾人教育法》[IDEA])。尽管联邦法律强调与家庭合作并向他们传达信息，但父母在过渡时期并没有得到很好的支持(Douglas, Meadan， & Schultheiss, 2022)。对这一转变的有限研究表明，主要照顾者缺乏对其角色在这一过渡时期如何变化的理解。当前研究的作者进行了四个焦点小组，以评估父母、早期干预学家和学前特殊教育者的看法，他们都来自主要的少数民族人口，关于早期干预幼儿到学前教育的过渡过程。确定了主要主题:(1)在过渡中丢失，(2)限制性选择导致限制性位置，以及(3)不连续性。本文讨论了这些挑战并提出了建议。
{"title":"Building Better Bridges","authors":"Ya-Chih Chang, Nancy P. Hunt, Robin L Dodds","doi":"10.1097/IYC.0000000000000237","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000237","url":null,"abstract":"Infants and toddlers with disabilities (ages birth to 2 years) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3–21 years) receive special education and related services under IDEA Part B. IDEA mandates the provision of opportunities for parent involvement in early intervention (Part C), preschool special education (Part B), and transition between the two (Individuals with Disabilities Education Act [IDEA], 2004). Despite the emphasis in federal law on collaboration with families and communicating information to them, parents do not feel well supported during the transition period (Douglas, Meadan, & Schultheiss, 2022). The limited research on this transition shows that primary caregivers lack understanding of how their roles change during this transition period. The authors of the current study conducted four focus groups to evaluate the perceptions of parents, early interventionists, and preschool special educators, all from predominantly minority populations, regarding the transition process for early intervention to preschool for young children with disabilities. Primary themes were identified: (1) lost in transition, (2) restricted choices lead to restrictive placements, and (3) discontinuity. These challenges are discussed and recommendations are provided.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"61 1","pages":"164 - 174"},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90080851","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.0000000000000239
Sema Büyüktaşkapu Soydan
This study aims to determine the regulatory role of teachers' social interaction practices in the relationship between children's emotional regulating skills and their classroom adaptation. Using a random cluster sampling method, the sample of the study consists of 250 children and 50 preschool teachers who attended preschool educational institutions on the central districts of the province of Konya, Turkey, in the 2020–2021 academic year. The research data were collected using the Teacher Observation of Classroom Adaptation—Checklist, Social Interaction Practices for the Preschool Years (SIPPY), and Emotional Regulation Checklist. The results demonstrate that emotional regulation skills and intensive strategies have a direct effect on classroom adaptation and that the negative effect of emotional regulation skills on classroom adaptation decreases when intensive strategies applied by the teacher increase. So, in other words, teachers' practices of more intensive social interaction in the classroom have been associated with higher class adjustment for all children in the classroom, regardless of the risk in emotional regulation. In view of these findings, it can be said that increasing the frequency of applying the teacher's intensive strategies in the classroom reduces the negative effect of emotional regulation skills on the classroom adaptation; by this way, classroom adaptation of children increases.
{"title":"The Relationship Between Emotional Regulation Skills and the Adaptability to the Classes of Children","authors":"Sema Büyüktaşkapu Soydan","doi":"10.1097/IYC.0000000000000239","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000239","url":null,"abstract":"This study aims to determine the regulatory role of teachers' social interaction practices in the relationship between children's emotional regulating skills and their classroom adaptation. Using a random cluster sampling method, the sample of the study consists of 250 children and 50 preschool teachers who attended preschool educational institutions on the central districts of the province of Konya, Turkey, in the 2020–2021 academic year. The research data were collected using the Teacher Observation of Classroom Adaptation—Checklist, Social Interaction Practices for the Preschool Years (SIPPY), and Emotional Regulation Checklist. The results demonstrate that emotional regulation skills and intensive strategies have a direct effect on classroom adaptation and that the negative effect of emotional regulation skills on classroom adaptation decreases when intensive strategies applied by the teacher increase. So, in other words, teachers' practices of more intensive social interaction in the classroom have been associated with higher class adjustment for all children in the classroom, regardless of the risk in emotional regulation. In view of these findings, it can be said that increasing the frequency of applying the teacher's intensive strategies in the classroom reduces the negative effect of emotional regulation skills on the classroom adaptation; by this way, classroom adaptation of children increases.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"26 1","pages":"110 - 129"},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78254847","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 : 2023-01-01DOI: 10.1097/IYC.0000000000000233
Natalie E. Forsythe, Anne L. Larson
This study examined consultants' and consultees' perspectives of itinerant service delivery for students with disabilities in inclusive preschool classrooms. Consultants (i.e., early childhood special education teachers and related service providers) and consultees (lead and assistant preschool teachers) working in inclusive preschool classrooms in a large Mountain West school district completed a survey eliciting their perceptions on consulting, including their definitions of the consulting role and factors they believed to be most important in building successful consulting relationships. Participants' answers to survey questions were analyzed and grouped into themes. There were similarities across both groups when describing the role of consultants, including assumptions that consultants should work directly with students in the classroom. Consultants and consultees also agreed that they have positive relationships with one another and that consultants are effective; however, consultant and consultee survey responses emphasized a need for respect within the consulting relationship. Understanding perceptions of consultative approaches may lead to practices and policies that improve consultative services and potentially lead to improved outcomes for preschool children with disabilities in inclusive settings.
{"title":"A Survey of Perceptions of Consulting in Inclusive Preschool Classrooms","authors":"Natalie E. Forsythe, Anne L. Larson","doi":"10.1097/IYC.0000000000000233","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000233","url":null,"abstract":"This study examined consultants' and consultees' perspectives of itinerant service delivery for students with disabilities in inclusive preschool classrooms. Consultants (i.e., early childhood special education teachers and related service providers) and consultees (lead and assistant preschool teachers) working in inclusive preschool classrooms in a large Mountain West school district completed a survey eliciting their perceptions on consulting, including their definitions of the consulting role and factors they believed to be most important in building successful consulting relationships. Participants' answers to survey questions were analyzed and grouped into themes. There were similarities across both groups when describing the role of consultants, including assumptions that consultants should work directly with students in the classroom. Consultants and consultees also agreed that they have positive relationships with one another and that consultants are effective; however, consultant and consultee survey responses emphasized a need for respect within the consulting relationship. Understanding perceptions of consultative approaches may lead to practices and policies that improve consultative services and potentially lead to improved outcomes for preschool children with disabilities in inclusive settings.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"67 1","pages":"74 - 90"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82240349","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 : 2023-01-01DOI: 10.1097/IYC.0000000000000229
Sarah L. Nichols, S. M. Connor, Maria P. Kastanis, Robert M. Corso
A survey was distributed to Part C early intervention (EI) service coordination (SC) stakeholders in one state in order to gain a deeper understanding of service coordinator knowledge, skills, and motivators for professional growth and recognition. Survey participants (N = 107), including dedicated service coordinators, program managers, social emotional consultants, parent liaisons, local interagency council coordinators, and developmental pediatric consultants, identified knowledge and skills required for the role of service coordinators. Key motivators for professional growth within the SC role were also identified, including monetary, award/acknowledgment, and varied levels of responsibility. Data collected were analyzed, reviewed with Part C administrators, system point of entry leadership, and shared with EI stakeholders. Findings are being used to guide systems planning and decision-making to ensure service coordinators have opportunities for professional growth and are well prepared with the knowledge, skills, and supports necessary to partner with families and other professionals in EI. Information gained may also inform other state Part C programs and professional development entities as they (1) create and assess systems to support SC personnel; (2) build service coordinators' capacity to implement evidence-informed practices; (3) recognize service coordinators' critical role and expertise; and (4) foster the retention of well-trained, well-supported service coordinators.
{"title":"Professional Preparation, Growth, and Recognition in the Service Coordination Workforce","authors":"Sarah L. Nichols, S. M. Connor, Maria P. Kastanis, Robert M. Corso","doi":"10.1097/IYC.0000000000000229","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000229","url":null,"abstract":"A survey was distributed to Part C early intervention (EI) service coordination (SC) stakeholders in one state in order to gain a deeper understanding of service coordinator knowledge, skills, and motivators for professional growth and recognition. Survey participants (N = 107), including dedicated service coordinators, program managers, social emotional consultants, parent liaisons, local interagency council coordinators, and developmental pediatric consultants, identified knowledge and skills required for the role of service coordinators. Key motivators for professional growth within the SC role were also identified, including monetary, award/acknowledgment, and varied levels of responsibility. Data collected were analyzed, reviewed with Part C administrators, system point of entry leadership, and shared with EI stakeholders. Findings are being used to guide systems planning and decision-making to ensure service coordinators have opportunities for professional growth and are well prepared with the knowledge, skills, and supports necessary to partner with families and other professionals in EI. Information gained may also inform other state Part C programs and professional development entities as they (1) create and assess systems to support SC personnel; (2) build service coordinators' capacity to implement evidence-informed practices; (3) recognize service coordinators' critical role and expertise; and (4) foster the retention of well-trained, well-supported service coordinators.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"31 1","pages":"2 - 20"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84767085","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 : 2023-01-01DOI: 10.1097/IYC.0000000000000231
H. Meadan, James D. Lee, Michelle M. Sands, Moon Y. Chung, Pau García-Grau
Effective support for children with developmental disabilities or delays is dependent on the successful collaboration between families and professionals and among professionals. For years, researchers and professionals have been coaching caregivers and other professionals to implement evidence-based practices with children with disabilities. However, a gap in the relevant literature suggests that a valid, reliable, and observation-based measurement tool is needed to accurately assess coaching across different disciplines, contents, and contexts. The Coaching Fidelity Scale (CFS) was designed to evaluate the extent to which professionals implement a set of coaching practices with fidelity. The purpose of this exploratory study was to introduce the CFS as an observational tool for coaching fidelity and to pilot its psychometrics. On the basis of the analyses, the CFS produced valid and reliable measures of coaching fidelity of different professionals who provide services to families and children with disabilities.
{"title":"The Coaching Fidelity Scale (CFS)","authors":"H. Meadan, James D. Lee, Michelle M. Sands, Moon Y. Chung, Pau García-Grau","doi":"10.1097/IYC.0000000000000231","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000231","url":null,"abstract":"Effective support for children with developmental disabilities or delays is dependent on the successful collaboration between families and professionals and among professionals. For years, researchers and professionals have been coaching caregivers and other professionals to implement evidence-based practices with children with disabilities. However, a gap in the relevant literature suggests that a valid, reliable, and observation-based measurement tool is needed to accurately assess coaching across different disciplines, contents, and contexts. The Coaching Fidelity Scale (CFS) was designed to evaluate the extent to which professionals implement a set of coaching practices with fidelity. The purpose of this exploratory study was to introduce the CFS as an observational tool for coaching fidelity and to pilot its psychometrics. On the basis of the analyses, the CFS produced valid and reliable measures of coaching fidelity of different professionals who provide services to families and children with disabilities.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"116 1","pages":"37 - 52"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79373610","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 : 2023-01-01DOI: 10.1097/IYC.0000000000000232
Jennifer E. Cunningham, Jason C. Chow, Katherine A. Meeker, Abby Taylor, M. Hemmeter, A. Kaiser
The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach, and (3) provide an example of the conceptual model via the blending of Tier 1 interventions that provide class-wide language and behavioral support for young children. We conclude by arguing for the parsimony that a proactive synergy between social and language interventions blended into a single professional development approach will provide.
{"title":"A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms","authors":"Jennifer E. Cunningham, Jason C. Chow, Katherine A. Meeker, Abby Taylor, M. Hemmeter, A. Kaiser","doi":"10.1097/IYC.0000000000000232","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000232","url":null,"abstract":"The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach, and (3) provide an example of the conceptual model via the blending of Tier 1 interventions that provide class-wide language and behavioral support for young children. We conclude by arguing for the parsimony that a proactive synergy between social and language interventions blended into a single professional development approach will provide.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"14 1","pages":"53 - 73"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78250055","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 : 2023-01-01DOI: 10.1097/IYC.0000000000000230
Natalie A. Williams, Pompéia Villachan-Lyra, Holly Hatton-Bowers, C. Marvin, E. Chaves, Cody Hollist, R. T. M. Gomes, L. Barbosa
The goal of this study was to describe the provision of intervention services to children with congenital Zika syndrome (CZS) in a large health care institution located in Recife, Brazil, and family factors related to intervention involvement, through the lens of family-centered developmental–behavioral pediatric care principles. Caregivers (N = 50) of children with CZS who were receiving services at a public rehabilitation hospital participated a cross-sectional survey study. Among caregivers, 22% reported a low number of both child and caregiver intervention contacts, 26% reported a high number of child contacts but low caregiver contacts, and 52% reported both high child and caregiver contacts with intervention staff in the past 3 months. Caregiver stress scores were higher and coping strategies were lower in the low child and caregiver intervention contact group. Most caregivers reported high levels of family-centered practices. In regression models, low family resources was associated with higher depression and stress and low coping strategy use, whereas higher support was associated with higher coping. This study adds to the small literature exploring intervention services provided to children with CZS with a particular emphasis on family-centered care principles. It is recommended that intervention programs in Brazil evaluate the availability and accessibility of family resources and develop strategies to help connect families to resources that promote caregiver mental health and child outcomes.
{"title":"Family-Centered Practices and Caregiver Mental Health in a Developmental Intervention for Young Children With Congenital Zika Syndrome","authors":"Natalie A. Williams, Pompéia Villachan-Lyra, Holly Hatton-Bowers, C. Marvin, E. Chaves, Cody Hollist, R. T. M. Gomes, L. Barbosa","doi":"10.1097/IYC.0000000000000230","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000230","url":null,"abstract":"The goal of this study was to describe the provision of intervention services to children with congenital Zika syndrome (CZS) in a large health care institution located in Recife, Brazil, and family factors related to intervention involvement, through the lens of family-centered developmental–behavioral pediatric care principles. Caregivers (N = 50) of children with CZS who were receiving services at a public rehabilitation hospital participated a cross-sectional survey study. Among caregivers, 22% reported a low number of both child and caregiver intervention contacts, 26% reported a high number of child contacts but low caregiver contacts, and 52% reported both high child and caregiver contacts with intervention staff in the past 3 months. Caregiver stress scores were higher and coping strategies were lower in the low child and caregiver intervention contact group. Most caregivers reported high levels of family-centered practices. In regression models, low family resources was associated with higher depression and stress and low coping strategy use, whereas higher support was associated with higher coping. This study adds to the small literature exploring intervention services provided to children with CZS with a particular emphasis on family-centered care principles. It is recommended that intervention programs in Brazil evaluate the availability and accessibility of family resources and develop strategies to help connect families to resources that promote caregiver mental health and child outcomes.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"13 1","pages":"21 - 36"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78129613","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 : 2022-10-01DOI: 10.1097/IYC.0000000000000225
Tessa Taylor
Research has shown effectiveness of redistribution procedures for decreasing packing and increasing swallowing. Redistribution has been done using lower manipulated-texture foods on an infant gum brush in specialized U.S. hospitals. We extended this by using regular texture bites of food in a short-term (1–2 weeks) home-based program in Australia, showing decreased then absent use of the procedure, and following up. Two children with autism spectrum disorder participated. We used a modified withdrawal/reversal design. Latency to swallow decreased. Participants increased variety to 90 and 122 regular texture foods across food groups. All goals were met including increasing independence in self-feeding. Both parents were trained. Gains maintained to 6 months and redistribution was no longer needed.
{"title":"Redistribution for Regular Texture Bites for Clinical Pediatric Feeding Cases In-Home","authors":"Tessa Taylor","doi":"10.1097/IYC.0000000000000225","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000225","url":null,"abstract":"Research has shown effectiveness of redistribution procedures for decreasing packing and increasing swallowing. Redistribution has been done using lower manipulated-texture foods on an infant gum brush in specialized U.S. hospitals. We extended this by using regular texture bites of food in a short-term (1–2 weeks) home-based program in Australia, showing decreased then absent use of the procedure, and following up. Two children with autism spectrum disorder participated. We used a modified withdrawal/reversal design. Latency to swallow decreased. Participants increased variety to 90 and 122 regular texture foods across food groups. All goals were met including increasing independence in self-feeding. Both parents were trained. Gains maintained to 6 months and redistribution was no longer needed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"10 1","pages":"303 - 319"},"PeriodicalIF":1.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78906016","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 : 2022-10-01DOI: 10.1097/IYC.0000000000000224
J. Pentimonti, Danielle Shaw Attaway, Michael Harris Little, Aleksandra Holod, Virginia Buysse, D. Walker, Kathryn M. Bigelow
The purpose of this study was to conduct a pilot randomized controlled trial to evaluate the efficacy of an intervention for enhancing the language development of young children enrolled in home visiting programs. The participants were 59 children (18–30 months old) enrolled in one of three types of home visiting programs. Children's language skills were assessed pre- and post-intervention with the Preschool Language Scale. To estimate the impacts of the intervention on children's language scores, we conducted a two-level hierarchical linear model. Results from this model provide promising evidence for the benefits of using systematic parent-implemented language interventions.
{"title":"Impacts of a Parent-Implemented Language Intervention on Children's Language Development Within Home Visiting","authors":"J. Pentimonti, Danielle Shaw Attaway, Michael Harris Little, Aleksandra Holod, Virginia Buysse, D. Walker, Kathryn M. Bigelow","doi":"10.1097/IYC.0000000000000224","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000224","url":null,"abstract":"The purpose of this study was to conduct a pilot randomized controlled trial to evaluate the efficacy of an intervention for enhancing the language development of young children enrolled in home visiting programs. The participants were 59 children (18–30 months old) enrolled in one of three types of home visiting programs. Children's language skills were assessed pre- and post-intervention with the Preschool Language Scale. To estimate the impacts of the intervention on children's language scores, we conducted a two-level hierarchical linear model. Results from this model provide promising evidence for the benefits of using systematic parent-implemented language interventions.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"31 1","pages":"285 - 302"},"PeriodicalIF":1.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75003402","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 : 2022-10-01DOI: 10.1097/IYC.0000000000000223
J. Hardy, R. McLeod, Chris A. Sweigart, T. Landrum
The purpose of this study was to compare and contrast frameworks for evaluating methodological rigor in single case research. Specifically, research on high-probability requests to increase compliance in young children was evaluated. Ten studies were identified and were coded using 4 frameworks. These frameworks were the Council for Exceptional Children Standards for Evidence-based Practices, What Works Clearinghouse, Risk of Bias Assessment for Single Subject Experimental Designs, and Single Case Analysis and Review Framework. Significant differences were found across frameworks, both in the rating of rigor and the study effects. Implications for determining high-quality research and effective practices are discussed.
{"title":"Comparing and Contrasting Quality Frameworks Using Research on High-Probability Requests With Young Children","authors":"J. Hardy, R. McLeod, Chris A. Sweigart, T. Landrum","doi":"10.1097/IYC.0000000000000223","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000223","url":null,"abstract":"The purpose of this study was to compare and contrast frameworks for evaluating methodological rigor in single case research. Specifically, research on high-probability requests to increase compliance in young children was evaluated. Ten studies were identified and were coded using 4 frameworks. These frameworks were the Council for Exceptional Children Standards for Evidence-based Practices, What Works Clearinghouse, Risk of Bias Assessment for Single Subject Experimental Designs, and Single Case Analysis and Review Framework. Significant differences were found across frameworks, both in the rating of rigor and the study effects. Implications for determining high-quality research and effective practices are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"45 1","pages":"267 - 284"},"PeriodicalIF":1.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79601121","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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