Pub Date : 2022-04-01DOI: 10.1097/iyc.0000000000000215
Pau García-Grau, R. McWilliam, Kerry Bull, J. Foster
Functional plans in early childhood intervention need to include contextualized, meaningful, and measurable goals and include timelines and criteria for generalization. In addition, they must address children's and families' needs and priorities. The Routines-Based Interview has had a positive impact on the functionality of goals identified in the child's individualized plan. In Australia, where Noah's Ark Inc. is implementing the Routines-Based Interview and developing functional and participation-based goals, families' perceptions of child performance on functional issues and their satisfaction with the performance were measured. We analyzed (a) the functionality of goals, (b) changes in parents' perceptions of child performance and satisfaction after 6 months of intervention, and (c) the moderating effect of family goals. We found acceptable overall goal functionality, although measurement criteria are still a component that needs attention. Noteworthy changes in performance and satisfaction scores were found after the intervention, and the percentage of family goals moderated the influence of the context and meaningfulness of intervention goals on parents' perceptions of child's difference in performance. This effect was greater with more family goals on a plan.
{"title":"Good Goals Matter","authors":"Pau García-Grau, R. McWilliam, Kerry Bull, J. Foster","doi":"10.1097/iyc.0000000000000215","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000215","url":null,"abstract":"Functional plans in early childhood intervention need to include contextualized, meaningful, and measurable goals and include timelines and criteria for generalization. In addition, they must address children's and families' needs and priorities. The Routines-Based Interview has had a positive impact on the functionality of goals identified in the child's individualized plan. In Australia, where Noah's Ark Inc. is implementing the Routines-Based Interview and developing functional and participation-based goals, families' perceptions of child performance on functional issues and their satisfaction with the performance were measured. We analyzed (a) the functionality of goals, (b) changes in parents' perceptions of child performance and satisfaction after 6 months of intervention, and (c) the moderating effect of family goals. We found acceptable overall goal functionality, although measurement criteria are still a component that needs attention. Noteworthy changes in performance and satisfaction scores were found after the intervention, and the percentage of family goals moderated the influence of the context and meaningfulness of intervention goals on parents' perceptions of child's difference in performance. This effect was greater with more family goals on a plan.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"30 1","pages":"106 - 119"},"PeriodicalIF":1.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74285927","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 : 2022-01-01DOI: 10.1097/IYC.0000000000000205
B. Elbaum, Seniz Celimli-Aksoy
In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity of children's diagnoses and identified areas of delay. In this study, we classified children into 9 subgroups based on their medical diagnosis or, for children without a specific diagnosis, their identified areas of developmental delay. We then analyzed data from the developmental assessment administered to each child on program entry and exit. Multivariate analyses of children's pre- and postscores in 5 domains (cognitive, motor, adaptive, communication, and personal–social) confirmed the distinctiveness of each subgroup's developmental profile on entry into EI as well as significant differences across subgroups in children's pattern of developmental change while in services. Across subgroups, the percentage of children who were within age norms in all measured domains at the time they transitioned out of the program ranged from 10% to 49%. The results add to our understanding both of children's improvements while in EI and the variation in outcomes for meaningfully defined subgroups of children.
在美国，根据《残疾人教育法》(individual with Disabilities Education Act) C部分，早期干预(EI)项目为数千名患有或有发育迟缓风险的婴幼儿提供服务。尽管如此，很少有研究调查了所服务儿童的发展进程和结果，特别是与儿童诊断和确定的延迟领域的异质性有关。在这项研究中，我们根据医学诊断将儿童分为9个亚组，对于没有具体诊断的儿童，则根据他们确定的发育迟缓领域将儿童分为9个亚组。然后，我们分析了每个孩子在项目开始和结束时进行的发展评估的数据。儿童在认知、运动、适应、沟通和个人社会5个领域的前、后得分的多变量分析证实了每个亚组在进入EI时的发展概况的独特性，以及儿童在服务期间的发展变化模式在各亚组之间的显著差异。在各个亚组中，在所有测量领域中符合年龄标准的儿童在从项目过渡时的百分比从10%到49%不等。这些结果增加了我们对儿童在EI方面的改善和对有意义的儿童亚组结果变化的理解。
{"title":"Developmental Outcomes of Children Served in a Part C Early Intervention Program","authors":"B. Elbaum, Seniz Celimli-Aksoy","doi":"10.1097/IYC.0000000000000205","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000205","url":null,"abstract":"In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity of children's diagnoses and identified areas of delay. In this study, we classified children into 9 subgroups based on their medical diagnosis or, for children without a specific diagnosis, their identified areas of developmental delay. We then analyzed data from the developmental assessment administered to each child on program entry and exit. Multivariate analyses of children's pre- and postscores in 5 domains (cognitive, motor, adaptive, communication, and personal–social) confirmed the distinctiveness of each subgroup's developmental profile on entry into EI as well as significant differences across subgroups in children's pattern of developmental change while in services. Across subgroups, the percentage of children who were within age norms in all measured domains at the time they transitioned out of the program ranged from 10% to 49%. The results add to our understanding both of children's improvements while in EI and the variation in outcomes for meaningfully defined subgroups of children.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"21 1","pages":"3 - 19"},"PeriodicalIF":1.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75029282","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 : 2022-01-01DOI: 10.1097/IYC.0000000000000206
C. Zulauf-McCurdy, Katherine M. Zinsser
Supplemental Digital Content is Available in the Text. Children in the United States are being expelled from their early care and education settings at alarming rates. A growing body of research indicates that teachers' perceptions of parents may impact their decision to request a child's removal from their classroom. Nevertheless, few studies have simultaneously captured the voices of both parents and teachers when describing the process of expulsion and how the parent–teacher relationship can protect a child from being expelled. To identify and describe protective qualities of the parent–teacher relationship, we conducted in-depth qualitative interviews with 8 parents and 8 early childhood teachers currently working with a child who was previously expelled. The parents and teachers interviewed consistently attributed the successful retention of the child in their current program following the expulsion to the transparent and open communication between home and school. Our findings indicate that one particularly important area for intervention is promoting high-quality parent–teacher relationships for all children, with special attention to how these relationships may differ for children who have previously been expelled.
{"title":"A Qualitative Examination of the Parent–Teacher Relationship and Early Childhood Expulsion","authors":"C. Zulauf-McCurdy, Katherine M. Zinsser","doi":"10.1097/IYC.0000000000000206","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000206","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Children in the United States are being expelled from their early care and education settings at alarming rates. A growing body of research indicates that teachers' perceptions of parents may impact their decision to request a child's removal from their classroom. Nevertheless, few studies have simultaneously captured the voices of both parents and teachers when describing the process of expulsion and how the parent–teacher relationship can protect a child from being expelled. To identify and describe protective qualities of the parent–teacher relationship, we conducted in-depth qualitative interviews with 8 parents and 8 early childhood teachers currently working with a child who was previously expelled. The parents and teachers interviewed consistently attributed the successful retention of the child in their current program following the expulsion to the transparent and open communication between home and school. Our findings indicate that one particularly important area for intervention is promoting high-quality parent–teacher relationships for all children, with special attention to how these relationships may differ for children who have previously been expelled.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"31 1","pages":"20 - 39"},"PeriodicalIF":1.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78404656","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 : 2022-01-01DOI: 10.1097/IYC.0000000000000209
Susan L. Davis-Strauss, Ensa Johnson, W. Lubbe
This study explored the information and support needs of South African parents with premature infants after the initial discharge home from the hospital setting. Asynchronous online focus groups on the Facebook platform were utilized to identify the caregiving needs expressed by 25 South African parents with premature infants and to inform a parent support program in South Africa. The findings concluded that South African parents have unfulfilled information and support needs regarding their caregiving for their premature infants and their overall well-being.
{"title":"Determining Postdischarge Needs of South African Parents With Premature Infants","authors":"Susan L. Davis-Strauss, Ensa Johnson, W. Lubbe","doi":"10.1097/IYC.0000000000000209","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000209","url":null,"abstract":"This study explored the information and support needs of South African parents with premature infants after the initial discharge home from the hospital setting. Asynchronous online focus groups on the Facebook platform were utilized to identify the caregiving needs expressed by 25 South African parents with premature infants and to inform a parent support program in South Africa. The findings concluded that South African parents have unfulfilled information and support needs regarding their caregiving for their premature infants and their overall well-being.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"72 1","pages":"40 - 53"},"PeriodicalIF":1.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85589448","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 : 2022-01-01DOI: 10.1097/iyc.0000000000000207
Grace Kelso Damond
{"title":"Occupation-Based Developmentally Supportive Care for Infants With Congenital Heart Disease in the Hospital Environment","authors":"Grace Kelso Damond","doi":"10.1097/iyc.0000000000000207","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000207","url":null,"abstract":"","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"10 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81596112","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 : 2022-01-01DOI: 10.1097/IYC.0000000000000208
Andrea L. B. Ford, Maria L. Hugh, LeAnne D. Johnson, Kelsey Young
Current conceptualizations of process quality in early childhood education highlight a variety of global classroom indicators that directly link to improved child outcomes. This conceptualization may need to be extended, however, to facilitate more meaningful change in children's development and readiness for kindergarten. To enhance our current definitions of process quality, we propose a set of more specific, observable adult interaction practice elements as a complement to existing global indicators within structural process elements and the broader preschool classroom ecology. We describe and define three practice types, as well as the individual practice elements within them, to include: (a) adult-led interaction practices, (b) child-led interaction practices, and (c) differentiated scaffolding. In operationalizing each practice element, we also provide empirical evidence as grounding for its inclusion in our conceptualization. We discuss implications and future practice and policy directions.
{"title":"Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Quality","authors":"Andrea L. B. Ford, Maria L. Hugh, LeAnne D. Johnson, Kelsey Young","doi":"10.1097/IYC.0000000000000208","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000208","url":null,"abstract":"Current conceptualizations of process quality in early childhood education highlight a variety of global classroom indicators that directly link to improved child outcomes. This conceptualization may need to be extended, however, to facilitate more meaningful change in children's development and readiness for kindergarten. To enhance our current definitions of process quality, we propose a set of more specific, observable adult interaction practice elements as a complement to existing global indicators within structural process elements and the broader preschool classroom ecology. We describe and define three practice types, as well as the individual practice elements within them, to include: (a) adult-led interaction practices, (b) child-led interaction practices, and (c) differentiated scaffolding. In operationalizing each practice element, we also provide empirical evidence as grounding for its inclusion in our conceptualization. We discuss implications and future practice and policy directions.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"321 1","pages":"68 - 88"},"PeriodicalIF":1.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80254164","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 : 2021-10-01DOI: 10.1097/IYC.0000000000000201
N. Edwards, Eileen Kaiser, Jennifer Stapel-Wax
In the United States, there is a widespread concern with not referring more infants and toddlers with a risk of or identified autism spectrum disorder (ASD) to Early Intervention (EI) under Part C of the Individuals with Disabilities Education Act (IDEA, 2004). Despite early signs and screening initiatives, most children with ASD are not referred for services covered by IDEA until after the age of 4 years. To explore the prevalence of and factors correlated with a potential “wait and see” mindset among one group of stakeholders influencing referral decisions, we disseminated an expert-reviewed survey to pediatric health care providers in a southeastern metro area (n = 99). They self-reported views on waiting to refer, perceived roadblocks to screening and referral, and viable recommendations. Most participants reported using a “wait and evaluate further” approach instead of “wait and see,” and the large majority were not very comfortable discussing suspected ASD with parents of young children (birth to 5 years of age). Those with more years of experience reported being less likely to wait to refer an infant/toddler and more comfortable speaking with parents about suspected signs of ASD. We discuss findings and implications for a comprehensive, multisector approach to outreach and referral.
{"title":"Investigating a “Wait and See” Mindset Among Pediatric Health Care Providers","authors":"N. Edwards, Eileen Kaiser, Jennifer Stapel-Wax","doi":"10.1097/IYC.0000000000000201","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000201","url":null,"abstract":"In the United States, there is a widespread concern with not referring more infants and toddlers with a risk of or identified autism spectrum disorder (ASD) to Early Intervention (EI) under Part C of the Individuals with Disabilities Education Act (IDEA, 2004). Despite early signs and screening initiatives, most children with ASD are not referred for services covered by IDEA until after the age of 4 years. To explore the prevalence of and factors correlated with a potential “wait and see” mindset among one group of stakeholders influencing referral decisions, we disseminated an expert-reviewed survey to pediatric health care providers in a southeastern metro area (n = 99). They self-reported views on waiting to refer, perceived roadblocks to screening and referral, and viable recommendations. Most participants reported using a “wait and evaluate further” approach instead of “wait and see,” and the large majority were not very comfortable discussing suspected ASD with parents of young children (birth to 5 years of age). Those with more years of experience reported being less likely to wait to refer an infant/toddler and more comfortable speaking with parents about suspected signs of ASD. We discuss findings and implications for a comprehensive, multisector approach to outreach and referral.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"43 4","pages":"284 - 305"},"PeriodicalIF":1.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72478255","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 : 2021-10-01DOI: 10.1097/iyc.0000000000000202
Lori G. Foran,Kelli J. Evans,Brenda L. Beverly
{"title":"Assessing Language Delay in Twins","authors":"Lori G. Foran,Kelli J. Evans,Brenda L. Beverly","doi":"10.1097/iyc.0000000000000202","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000202","url":null,"abstract":"","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"14 1","pages":"324-336"},"PeriodicalIF":1.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532232","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 : 2021-10-01DOI: 10.1097/IYC.0000000000000203
Kimberly R. Tomeny, Pau García-Grau, R. McWilliam
Part C early intervention services should be family centered and occur in the context of families' natural environments and daily routines; yet research suggests that many early interventionists continue to work directly with the child and lack a full understanding of how they can implement best practices in the community. To help improve this implementation gap, discrepancy tools can be used to identify early interventionists' perspectives of their typical and ideal practices and gain knowledge of early interventionists' understanding of family-centered practices. The purpose of this study was to examine early interventionists' typical practices, ideal practices, and family consultation beliefs prior to one state's adoption of a family-centered early intervention model. Ninety-nine early interventionists completed a questionnaire examining their practices and beliefs. Results demonstrated that ratings of typical practices, ideal practices, and family consultation beliefs were relatively high overall, and early interventionists rated their typical practices only slightly lower than ideal practices. Item-level analysis, however, revealed a large discrepancy between typical and ideal ratings for the item related to working with the child versus the caregiver. Implications of our findings and recommended future directions are discussed.
{"title":"Early Interventionists' Ratings of Family-Centered Practices in Natural Environments","authors":"Kimberly R. Tomeny, Pau García-Grau, R. McWilliam","doi":"10.1097/IYC.0000000000000203","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000203","url":null,"abstract":"Part C early intervention services should be family centered and occur in the context of families' natural environments and daily routines; yet research suggests that many early interventionists continue to work directly with the child and lack a full understanding of how they can implement best practices in the community. To help improve this implementation gap, discrepancy tools can be used to identify early interventionists' perspectives of their typical and ideal practices and gain knowledge of early interventionists' understanding of family-centered practices. The purpose of this study was to examine early interventionists' typical practices, ideal practices, and family consultation beliefs prior to one state's adoption of a family-centered early intervention model. Ninety-nine early interventionists completed a questionnaire examining their practices and beliefs. Results demonstrated that ratings of typical practices, ideal practices, and family consultation beliefs were relatively high overall, and early interventionists rated their typical practices only slightly lower than ideal practices. Item-level analysis, however, revealed a large discrepancy between typical and ideal ratings for the item related to working with the child versus the caregiver. Implications of our findings and recommended future directions are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"20 1","pages":"266 - 283"},"PeriodicalIF":1.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90803571","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 : 2021-10-01DOI: 10.1097/iyc.0000000000000195
Sharice K. Lane,Rachel Brady,Toby Long
{"title":"Georgetown University Certificate in Early Intervention","authors":"Sharice K. Lane,Rachel Brady,Toby Long","doi":"10.1097/iyc.0000000000000195","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000195","url":null,"abstract":"","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"53 1","pages":"306-323"},"PeriodicalIF":1.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532230","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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