Pub Date : 2022-10-01DOI: 10.1097/IYC.0000000000000227
E. Hebert, Karen W. Nolan, Katie Smith
The cardinal features of autism spectrum disorder (ASD) are recognized to include impairments in communication, social interactions, and restricted, repetitive behaviors and stereotyped interests. However, many children with ASD also have motor activity limitations that are often overlooked. The purpose of this review is to summarize the literature on neuromotor impairment and motor activity limitation in children with ASD. A literature search was conducted of citations from 1998 through 2021 using PubMed, EMBASE, and PsycINFO. Twenty-three search terms were used to encompass diverse articles focused on children with autism and motor activity. The search resulted in 78 articles that included the search terms and were also consistent with the aims of this literature review. The potential significance of motor activity limitations on development from an early age is explored and recommendations are offered for more holistic surveillance in children with ASD, which can facilitate early access to services when indicated.
{"title":"A Review of Early Motor Issues in Young Children With Autism Spectrum Disorder","authors":"E. Hebert, Karen W. Nolan, Katie Smith","doi":"10.1097/IYC.0000000000000227","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000227","url":null,"abstract":"The cardinal features of autism spectrum disorder (ASD) are recognized to include impairments in communication, social interactions, and restricted, repetitive behaviors and stereotyped interests. However, many children with ASD also have motor activity limitations that are often overlooked. The purpose of this review is to summarize the literature on neuromotor impairment and motor activity limitation in children with ASD. A literature search was conducted of citations from 1998 through 2021 using PubMed, EMBASE, and PsycINFO. Twenty-three search terms were used to encompass diverse articles focused on children with autism and motor activity. The search resulted in 78 articles that included the search terms and were also consistent with the aims of this literature review. The potential significance of motor activity limitations on development from an early age is explored and recommendations are offered for more holistic surveillance in children with ASD, which can facilitate early access to services when indicated.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"2012 1","pages":"339 - 355"},"PeriodicalIF":1.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86427548","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 : 2022-07-01DOI: 10.1097/IYC.0000000000000221
M. Hanline, Jennifer Eldridge, Audrey Robbins
The purpose of this systematic review was to describe single case design (SCD) research studies that systematically included peers in interventions designed to have positive outcomes for children with disabilities aged 3–8 years. Thirty-nine articles published in peer-referred journals in the past 10 years were analyzed in relation to study rigor and characteristics of interventions. Overall, this review supports including peers into systematic interventions for young children with disabilities, as the interventions were effective in producing positive changes in the behavior of young children with a variety of disabilities in social, communication, cognitive, play, and academic skills. No clear pattern emerged of a relationship between ecological factors (setting and interventionist) and generalization and maintenance of child behaviors. The analysis of study rigor suggests that fewer than half of the studies met current standards for SCD research and the number of studies conducting generalization, maintenance, and social validity was inadequate. A significant challenge for the field is to conduct more rigorous research to identify critical factors promoting positive behavior change for young children with disabilities when peers are included in interventions.
{"title":"Including Peers in Intervention for Young Children With Disabilities","authors":"M. Hanline, Jennifer Eldridge, Audrey Robbins","doi":"10.1097/IYC.0000000000000221","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000221","url":null,"abstract":"The purpose of this systematic review was to describe single case design (SCD) research studies that systematically included peers in interventions designed to have positive outcomes for children with disabilities aged 3–8 years. Thirty-nine articles published in peer-referred journals in the past 10 years were analyzed in relation to study rigor and characteristics of interventions. Overall, this review supports including peers into systematic interventions for young children with disabilities, as the interventions were effective in producing positive changes in the behavior of young children with a variety of disabilities in social, communication, cognitive, play, and academic skills. No clear pattern emerged of a relationship between ecological factors (setting and interventionist) and generalization and maintenance of child behaviors. The analysis of study rigor suggests that fewer than half of the studies met current standards for SCD research and the number of studies conducting generalization, maintenance, and social validity was inadequate. A significant challenge for the field is to conduct more rigorous research to identify critical factors promoting positive behavior change for young children with disabilities when peers are included in interventions.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"44 1","pages":"165 - 188"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78058736","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 : 2022-07-01DOI: 10.1097/IYC.0000000000000219
Brook E. Sawyer, C. Hammer, Julie K. Santoro, Julie Smith, Edward G. Feil
In this article, we describe the development and investigation of the social validity of Parents Plus, a parent-implemented intervention for preschool children with developmental language disorder. Parents Plus is a fully online intervention that is delivered through three components: (a) training delivered through an app that educates parents on how to use focused stimulation (FS), a language facilitation strategy; (b) parent implementation of FS during naturally occurring routines; and (c) remote practice-based coaching provided by a coach via Zoom. Parents Plus was developed in three steps: (a) initial content development with input from parents and professional advisory board members, (b) brief field test with five parent–child dyads, and (c) full-length field test with seven parent–child dyads. Throughout the development process, we collected social validity data on the intervention's goals, procedures, content and outcomes. Each step was followed by revisions to Parents Plus. Findings suggest that Parents Plus has strong social validity. Recommendations for early intervention practice are provided based on lessons learned, such as different methods to scaffold learning experiences for parents.
{"title":"Developing Parents Plus","authors":"Brook E. Sawyer, C. Hammer, Julie K. Santoro, Julie Smith, Edward G. Feil","doi":"10.1097/IYC.0000000000000219","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000219","url":null,"abstract":"In this article, we describe the development and investigation of the social validity of Parents Plus, a parent-implemented intervention for preschool children with developmental language disorder. Parents Plus is a fully online intervention that is delivered through three components: (a) training delivered through an app that educates parents on how to use focused stimulation (FS), a language facilitation strategy; (b) parent implementation of FS during naturally occurring routines; and (c) remote practice-based coaching provided by a coach via Zoom. Parents Plus was developed in three steps: (a) initial content development with input from parents and professional advisory board members, (b) brief field test with five parent–child dyads, and (c) full-length field test with seven parent–child dyads. Throughout the development process, we collected social validity data on the intervention's goals, procedures, content and outcomes. Each step was followed by revisions to Parents Plus. Findings suggest that Parents Plus has strong social validity. Recommendations for early intervention practice are provided based on lessons learned, such as different methods to scaffold learning experiences for parents.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"20 1","pages":"205 - 221"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88987233","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 : 2022-07-01DOI: 10.1097/IYC.0000000000000220
Irina Quebles, Judith L. Perrigo, R. Bravo, Mona Patel Gera, M. Poulsen, B. Wheeler, Marian E. Williams
This study explored the experiences and perspectives of Latinx mothers of children younger than 3 years who had participated in a developmental screening initiative provided by 2 Federally Qualified Health Centers in an urban setting, had positive developmental screenings, and were referred to early intervention (EI) services. A 2-phase mixed-methods explanatory design was implemented in English and Spanish. In Phase 1, a telephone survey was conducted with 62 parents. In Phase 2, qualitative semistructured interviews (regarding parental experiences with their child's developmental screening, the process of linking to services, the EI evaluation, and subsequent services received) were conducted with a subset of 13 Phase 1 mothers. Results from the phone survey showed that 91% of children were found eligible for EI and 92% were receiving EI services. More than 90% of mothers reported positive experiences with their children's developmental screening, learning about their child's development, and accessing services. However, results from the semistructured interviews revealed that mothers had mixed experiences with the developmental screening process and linkage to EI services. Findings from this study provide insights into the perceived value of EI services by Latinx families and the need for improved system supports to access and navigate EI services.
{"title":"Latinx Mothers' Experiences With Linkage to Early Intervention","authors":"Irina Quebles, Judith L. Perrigo, R. Bravo, Mona Patel Gera, M. Poulsen, B. Wheeler, Marian E. Williams","doi":"10.1097/IYC.0000000000000220","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000220","url":null,"abstract":"This study explored the experiences and perspectives of Latinx mothers of children younger than 3 years who had participated in a developmental screening initiative provided by 2 Federally Qualified Health Centers in an urban setting, had positive developmental screenings, and were referred to early intervention (EI) services. A 2-phase mixed-methods explanatory design was implemented in English and Spanish. In Phase 1, a telephone survey was conducted with 62 parents. In Phase 2, qualitative semistructured interviews (regarding parental experiences with their child's developmental screening, the process of linking to services, the EI evaluation, and subsequent services received) were conducted with a subset of 13 Phase 1 mothers. Results from the phone survey showed that 91% of children were found eligible for EI and 92% were receiving EI services. More than 90% of mothers reported positive experiences with their children's developmental screening, learning about their child's development, and accessing services. However, results from the semistructured interviews revealed that mothers had mixed experiences with the developmental screening process and linkage to EI services. Findings from this study provide insights into the perceived value of EI services by Latinx families and the need for improved system supports to access and navigate EI services.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"30 1","pages":"189 - 204"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76891551","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 : 2022-07-01DOI: 10.1097/IYC.0000000000000218
Melissa G. McCarthy, G. Leigh, M. Arthur-Kelly
Family-centered early intervention (FCEI) is characterized by the collaborative relationships that exist within triads of practitioners, caregivers, and young children whereby practitioners use capacity-building practices to foster caregivers' involvement in supporting their children's early development. Traditionally, FCEI has been provided in-person with practitioners and families physically present in the same location but, for children who are deaf or hard of hearing, access to in-person early intervention is often limited by external factors. To address these challenges, practitioners are using telepractice more frequently to connect with families through synchronous, 2-way videoconferencing. This exploratory study examined whether participants' behaviors differed when FCEI was delivered in-person and through telepractice. The Triadic Intervention and Evaluation Rating Scale (TIERS) was used to compare 2 groups of triads (16 in-person and 12 telepractice) in terms of practitioner behaviors, caregiver behaviors, and the reciprocal influences of those behaviors. Results indicated that practitioners in telepractice used most family-centered practices more frequently than practitioners in-person. Correspondingly, caregivers in telepractice had more opportunities to participate in early intervention and more frequently demonstrated a variety of participation behaviors than caregivers in-person. Although further research is required to confirm these exploratory findings, these results suggest that FCEI provided through telepractice may enhance practitioners' use of family-centered practices, which, in turn, supports greater participation by caregivers.
{"title":"Comparison of Participants' Behaviors During Telepractice and In-Person Family-Centered Early Intervention","authors":"Melissa G. McCarthy, G. Leigh, M. Arthur-Kelly","doi":"10.1097/IYC.0000000000000218","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000218","url":null,"abstract":"Family-centered early intervention (FCEI) is characterized by the collaborative relationships that exist within triads of practitioners, caregivers, and young children whereby practitioners use capacity-building practices to foster caregivers' involvement in supporting their children's early development. Traditionally, FCEI has been provided in-person with practitioners and families physically present in the same location but, for children who are deaf or hard of hearing, access to in-person early intervention is often limited by external factors. To address these challenges, practitioners are using telepractice more frequently to connect with families through synchronous, 2-way videoconferencing. This exploratory study examined whether participants' behaviors differed when FCEI was delivered in-person and through telepractice. The Triadic Intervention and Evaluation Rating Scale (TIERS) was used to compare 2 groups of triads (16 in-person and 12 telepractice) in terms of practitioner behaviors, caregiver behaviors, and the reciprocal influences of those behaviors. Results indicated that practitioners in telepractice used most family-centered practices more frequently than practitioners in-person. Correspondingly, caregivers in telepractice had more opportunities to participate in early intervention and more frequently demonstrated a variety of participation behaviors than caregivers in-person. Although further research is required to confirm these exploratory findings, these results suggest that FCEI provided through telepractice may enhance practitioners' use of family-centered practices, which, in turn, supports greater participation by caregivers.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"86 1","pages":"222 - 247"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85582446","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 : 2022-07-01DOI: 10.1097/IYC.0000000000000217
Danika L. Pfeiffer, Julie L Feuerstein, Dana Herman, R. Landa
A research-to-practice gap exists between evidence-based practices (EBPs) and actual practices implemented with children with developmental disabilities (DD) in early childhood care and education (ECCE) settings. Many ECCE providers lack the training needed to support these children's learning. Ten center-based providers working in inclusive ECCE classrooms participated in the Early Achievements for Child Care Providers Professional Development (EA-CP PD) program to learn to deliver differentiated instruction to children with DD using EBPs. Post-PD focus groups assessed the training's impact on providers' perceptions of the PD program and implementation of the EA-CP instructional strategies. Results of qualitative analysis revealed providers' perceived benefit of job-embedded coaching to support their implementation of the instructional strategies and ability to enhance children's social–communication and language development. Providers desired greater involvement from ECCE directors. Implications are discussed for giving directors more explicit roles in providers' PD to support implementation and enhance child outcomes.
{"title":"Early Childhood Providers' Perceptions of Effective Professional Development Components","authors":"Danika L. Pfeiffer, Julie L Feuerstein, Dana Herman, R. Landa","doi":"10.1097/IYC.0000000000000217","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000217","url":null,"abstract":"A research-to-practice gap exists between evidence-based practices (EBPs) and actual practices implemented with children with developmental disabilities (DD) in early childhood care and education (ECCE) settings. Many ECCE providers lack the training needed to support these children's learning. Ten center-based providers working in inclusive ECCE classrooms participated in the Early Achievements for Child Care Providers Professional Development (EA-CP PD) program to learn to deliver differentiated instruction to children with DD using EBPs. Post-PD focus groups assessed the training's impact on providers' perceptions of the PD program and implementation of the EA-CP instructional strategies. Results of qualitative analysis revealed providers' perceived benefit of job-embedded coaching to support their implementation of the instructional strategies and ability to enhance children's social–communication and language development. Providers desired greater involvement from ECCE directors. Implications are discussed for giving directors more explicit roles in providers' PD to support implementation and enhance child outcomes.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"10 1 1","pages":"248 - 263"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90792784","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 : 2022-04-01DOI: 10.1097/IYC.0000000000000211
Jamie Mahurin-Smith
This study was designed to describe the experience of families exiting the early intervention (EI) system and transitioning into early childhood special education (ECSE) programs. Eight mothers of children preparing to exit EI services completed semistructured interviews, which were transcribed and analyzed using interpretative phenomenological analysis. Four mothers answered additional post-transition interview questions. Interview participants experienced anxiety about the transition process but reported that they found EI personnel to be knowledgeable and supportive allies. Participants also described favorable outcomes related to a structured transition class. These findings indicate that the transition out of EI is associated with parental anxiety and uncertainty, which can be allayed through strong relationships with EI service providers.
{"title":"Transitions Out of Early Intervention","authors":"Jamie Mahurin-Smith","doi":"10.1097/IYC.0000000000000211","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000211","url":null,"abstract":"This study was designed to describe the experience of families exiting the early intervention (EI) system and transitioning into early childhood special education (ECSE) programs. Eight mothers of children preparing to exit EI services completed semistructured interviews, which were transcribed and analyzed using interpretative phenomenological analysis. Four mothers answered additional post-transition interview questions. Interview participants experienced anxiety about the transition process but reported that they found EI personnel to be knowledgeable and supportive allies. Participants also described favorable outcomes related to a structured transition class. These findings indicate that the transition out of EI is associated with parental anxiety and uncertainty, which can be allayed through strong relationships with EI service providers.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"1 1","pages":"150 - 162"},"PeriodicalIF":1.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79832904","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 : 2022-04-01DOI: 10.1097/IYC.0000000000000212
G. Tomris, S. Çelik, I. Diken, Yusuf Akemoğlu
Perceptions of parents of young children receiving early intervention are important to understand. Parents have valuable opinions on the delivery of early interventions services and can provide critical feedback that can help professionals revise their existing early intervention delivery modalities. In the current study, we examined the perceptions of parents of young children with Down syndrome on early intervention services in Turkey. Specifically, we aimed to understand the parents' views on medical and educational evaluation and diagnosis processes. The study was conducted using a cross-sectional research design, which is one of the survey design methods. Data were collected from a total of 893 parents via an online survey. The results demonstrated that children with Down syndrome were diagnosed within an average of 2.3 months from birth, but the average age for starting education was 10.5 months. The majority of the parents evaluated the process until their children were diagnosed and accessed education services as a rather slow process that proceeded with their own means and efforts. Furthermore, the parents reported that during the diagnosis processes the type of materials, equipment, toys, and settings used were not relevant and time provided was insufficient. Moreover, the majority of the parents reported that the education services presented to them and their children were not sufficient and early intervention services were not provided within a system. As a result, although the legal regulations in Turkey are parallel to those in developed countries and studies in the field have been increasingly gaining momentum, issues such as the absence of an early intervention system model, insufficient cooperation between experts and institutions, and the shortage of expert staff in the field are still present and awaiting a solution.
{"title":"Views of Parents of Children With Down Syndrome on Early Intervention Services in Turkey","authors":"G. Tomris, S. Çelik, I. Diken, Yusuf Akemoğlu","doi":"10.1097/IYC.0000000000000212","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000212","url":null,"abstract":"Perceptions of parents of young children receiving early intervention are important to understand. Parents have valuable opinions on the delivery of early interventions services and can provide critical feedback that can help professionals revise their existing early intervention delivery modalities. In the current study, we examined the perceptions of parents of young children with Down syndrome on early intervention services in Turkey. Specifically, we aimed to understand the parents' views on medical and educational evaluation and diagnosis processes. The study was conducted using a cross-sectional research design, which is one of the survey design methods. Data were collected from a total of 893 parents via an online survey. The results demonstrated that children with Down syndrome were diagnosed within an average of 2.3 months from birth, but the average age for starting education was 10.5 months. The majority of the parents evaluated the process until their children were diagnosed and accessed education services as a rather slow process that proceeded with their own means and efforts. Furthermore, the parents reported that during the diagnosis processes the type of materials, equipment, toys, and settings used were not relevant and time provided was insufficient. Moreover, the majority of the parents reported that the education services presented to them and their children were not sufficient and early intervention services were not provided within a system. As a result, although the legal regulations in Turkey are parallel to those in developed countries and studies in the field have been increasingly gaining momentum, issues such as the absence of an early intervention system model, insufficient cooperation between experts and institutions, and the shortage of expert staff in the field are still present and awaiting a solution.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"1 1","pages":"120 - 132"},"PeriodicalIF":1.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74942762","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 : 2022-04-01DOI: 10.1097/IYC.0000000000000213
Thelma E Uzonyi, Jessica M Page, Michaela DuBay, E. Crais
This qualitative study explored the knowledge and perceptions about early screening for developmental disabilities and autism spectrum disorder (ASD) in childcare settings using semistructured interviews with directors, teachers, and parents at 12 childcare centers. Results indicated that most of the directors and teachers, who were interviewed, were cautiously open to implementing screening programs but wanted additional training in recognizing early signs of ASD and other developmental disabilities, as well as communicating with families about concerns. All interviewed parents reported wanting childcare professionals to communicate with them if they had developmental concerns for their child, and all but one parent was open to the idea of universal screening at their child's center.
{"title":"Perceptions on Screening for Developmental Disabilities and Autism in Childcare Settings","authors":"Thelma E Uzonyi, Jessica M Page, Michaela DuBay, E. Crais","doi":"10.1097/IYC.0000000000000213","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000213","url":null,"abstract":"This qualitative study explored the knowledge and perceptions about early screening for developmental disabilities and autism spectrum disorder (ASD) in childcare settings using semistructured interviews with directors, teachers, and parents at 12 childcare centers. Results indicated that most of the directors and teachers, who were interviewed, were cautiously open to implementing screening programs but wanted additional training in recognizing early signs of ASD and other developmental disabilities, as well as communicating with families about concerns. All interviewed parents reported wanting childcare professionals to communicate with them if they had developmental concerns for their child, and all but one parent was open to the idea of universal screening at their child's center.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"22 5","pages":"133 - 149"},"PeriodicalIF":1.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72458702","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 : 2022-04-01DOI: 10.1097/IYC.0000000000000214
Gail E. Joseph, Janet S. Soderberg, Rob Abbott, Roxanne Garzon, Crista Scott
Language skills are vital to children's learning and well-being, and the first 5 years of life are an especially critical time for language acquisition. Research suggests that when early childhood teachers create language-rich environments, children develop stronger receptive and expressive language abilities, especially children from low-income households who are more at risk for language delays. This study investigated the effects of a 10-week professional learning intervention focused on language-based interactions in early care and education settings that serve infants and toddlers on state childcare subsidy. The intervention with childcare providers was titled Filming Interactions to Nurture Development (FIND), which utilized video-based reflective practices to promote positive interactions between providers and children. Using a treatment–control design (control: n = 44; treatment: n = 42), we compared childcare providers' language practices. Provider language use was measured using the Language Environment Analysis (LENA), a wearable digital language processer. Results indicate that, as compared with the control group, FIND participation was associated with increased adult word count and conversational turns in facilities that serve the most vulnerable children. These results suggest the utility of video-based professional learning and automated data collection for supporting providers' positive interactions and improving the quality of infant/toddler programs.
{"title":"Improving Language Support for Infants and Toddlers","authors":"Gail E. Joseph, Janet S. Soderberg, Rob Abbott, Roxanne Garzon, Crista Scott","doi":"10.1097/IYC.0000000000000214","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000214","url":null,"abstract":"Language skills are vital to children's learning and well-being, and the first 5 years of life are an especially critical time for language acquisition. Research suggests that when early childhood teachers create language-rich environments, children develop stronger receptive and expressive language abilities, especially children from low-income households who are more at risk for language delays. This study investigated the effects of a 10-week professional learning intervention focused on language-based interactions in early care and education settings that serve infants and toddlers on state childcare subsidy. The intervention with childcare providers was titled Filming Interactions to Nurture Development (FIND), which utilized video-based reflective practices to promote positive interactions between providers and children. Using a treatment–control design (control: n = 44; treatment: n = 42), we compared childcare providers' language practices. Provider language use was measured using the Language Environment Analysis (LENA), a wearable digital language processer. Results indicate that, as compared with the control group, FIND participation was associated with increased adult word count and conversational turns in facilities that serve the most vulnerable children. These results suggest the utility of video-based professional learning and automated data collection for supporting providers' positive interactions and improving the quality of infant/toddler programs.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"23 1","pages":"91 - 105"},"PeriodicalIF":1.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74647633","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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