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":null,"pages":null},"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.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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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