Infants & Young Children最新文献

英文中文

Using Environmental Modification and Teacher Mediation to Increase Literacy Behaviors in Inclusive Preschool Settings 运用环境改造与教师中介提高幼儿全纳素养行为

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-10-01 DOI: 10.1097/IYC.0000000000000175

Aaron R. Deris, Cynthia F. DiCarlo, Dana L. Wagner, Kellie M. Krick Oborn

It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the literacy behaviors of 9 children across 3 inclusive preschool classrooms in a suburban public school system. A multiple baseline design was used to determine the effects of an environmental modification using the Early Language and Literacy Classroom Observation and a teacher-mediated intervention on children's literacy behaviors. Results included an average increase of 43 percentage points (range = 39–45 percentage points) in observed literacy behaviors in each of the 3 classrooms. Individual children in each classroom demonstrated an increase in literacy behaviors from baseline to intervention. These results are consistent with previous research, which indicated that the modification of the environment and teacher mediation increase literacy behaviors.

在正式的阅读教学开始之前，将读写概念融入儿童发起的选择中心被认为是一种推荐的做法。本研究的目的是确定环境改变和教师介导的识字干预是否会增加儿童在课堂自由选择时间内的识字行为参与。本研究收集了郊区公立学校系统3个包容性学前班9名儿童的读写行为数据。采用多基线设计，通过早期语言和识字课堂观察和教师介导的干预来确定环境改变对儿童识字行为的影响。结果包括，在观察到的3个教室中，每个教室的识字行为平均增加了43个百分点(范围= 39-45个百分点)。从基线到干预阶段，每个班级的个别孩子的读写能力都有所提高。这些结果与先前的研究结果一致，表明环境的改变和教师的中介会增加识字行为。

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引用次数: 0

A Review of Siblings' Needs and Interventions Supporting Their Adaptation in the Neonatal Intensive Care Unit 新生儿重症监护室兄弟姐妹需求及支持其适应的干预措施综述

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-10-01 DOI: 10.1097/IYC.0000000000000178

Phoukim Savanh, M. Aita, Marjolaine Héon

Many aspects may interfere with siblings' adaptation when an infant is born prematurely and hospitalized in the neonatal intensive care unit (NICU). During this critical period, siblings may have sudden change of behaviors if their needs are not adequately met. Parents and neonatal nurses are often unaware of the importance of supporting siblings in the NICU. In this narrative review, siblings' needs and interventions to support them in the NICU will be synthesized and discussed. A total of 14 articles were reviewed to better understand siblings' needs and discuss findings related to interventions supporting siblings' adaptation in the NICU. Further studies should be conducted with validated and reliable evaluation tools to validate these findings. Overall, interventions for siblings in the NICU appear to be beneficial for siblings and their parents.

当婴儿早产并在新生儿重症监护病房(NICU)住院时，许多方面可能会干扰兄弟姐妹的适应。在这个关键时期，如果兄弟姐妹的需求没有得到充分满足，他们的行为可能会突然改变。父母和新生儿护士往往没有意识到在新生儿重症监护室支持兄弟姐妹的重要性。在这篇叙述性综述中，将综合和讨论新生儿重症监护室中兄弟姐妹的需求和支持他们的干预措施。共回顾了14篇文章，以更好地了解兄弟姐妹的需求，并讨论了支持兄弟姐妹在新生儿重症监护室适应的干预措施的相关发现。进一步的研究应使用有效和可靠的评估工具来验证这些发现。总的来说，对新生儿重症监护室的兄弟姐妹进行干预似乎对兄弟姐妹及其父母有益。

引用次数: 5

Implementation of Australia's National Disability Insurance Scheme 澳大利亚国家残疾保险计划的实施

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-07-01 DOI: 10.1097/IYC.0000000000000169

S. Gavidia-Payne

The National Disability Insurance Scheme (NDIS) was introduced in Australia in 2013 to address the inadequacies of a fragmented and underfunded service system for people with disabilities. For young children with developmental disabilities, NDIS services fall under the early childhood early intervention (ECEI) approach, the impact of which is yet to be documented. Considering the critical role of families in supporting their children with a disability, the aim of the present study was therefore to examine their experiences of the ECEI approach in the State of Victoria. Seventeen parents participated in interviews and focus groups, which generated information clustered around five themes: (1) accessing the NDIS and the ECEI; (2) plan development and implementation; (3) choice and control; (4) family and community life; and (5) parental distress. While highlighting the potential of the NDIS funding and its long-term benefits, participating parents reported numerous challenges in their pursuit of supports under the ECEI. It is concluded that for the NDIS to fulfil its promise and potential, substantive revisions of its systems, policies and practices will be required to be relevant and sensitive to the needs of young children with developmental disabilities and their families.

澳大利亚于2013年推出了国家残疾保险计划(NDIS)，以解决为残疾人提供的分散和资金不足的服务系统的不足。对于有发育障碍的幼儿，NDIS服务属于早期儿童早期干预(ECEI)方法，其影响尚未被记录。考虑到家庭在支持残疾儿童方面的关键作用，因此，本研究的目的是审查他们在维多利亚州采用ECEI方法的经验。17位家长参加了访谈和焦点小组，主要围绕以下五个主题收集信息:(1)访问NDIS和ECEI;(2)计划的制定与实施;(3)选择与控制;(四)家庭和社区生活;(5)父母苦恼。在强调NDIS资助的潜力及其长期效益的同时，参与的家长报告了他们在寻求ECEI支持时面临的许多挑战。最后得出的结论是，为了实现NDIS的承诺和潜力，将需要对其系统、政策和做法进行实质性修订，以便与有发育障碍的幼儿及其家庭的需要相关并敏感。

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引用次数: 6

Developing a Community-Based Oral Language Preventive Intervention 发展以社区为基础的口头语言预防干预

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-07-01 DOI: 10.1097/IYC.0000000000000171

E. Schaughency, Jessica Riordan, E. Reese, Melissa Derby, G. Gillon

Natural disasters are disruptive to families and communities, particularly when cascading effects continue over time. Such events, and ensuing disruptions to family life, present risks to young children's development, including oral language. Recognition of this potential vulnerability has led to calls for early childhood programming to support parenting and foster children's early learning. Therefore, we developed and trialed a research-informed home literacy preventive intervention for preschool-aged children living in communities adversely affected by devastating earthquakes. In this feasibility case study, 2 community workshops were offered. Both encouraged repeated, interactive shared reading and verbal interactions between parents and their 4- to 5-year-old children. Workshop 1 focused on scaffolding children's comprehension-related language skills through extratextual dialogue and reminiscing about shared experiences related to stories; Workshop 2 focused on promoting children's phonological awareness through playful interactions during reading and wordplay activities outside of reading. Before participation, parent-reported shared reading frequency for this sample (n = 44) was low (mode for shared reading was 1 or 2 days per week). Parent-report data collected after each workshop supported social validity and suggested workshop-specific benefits with medium to large effect sizes. Findings from this process evaluation support proof of concept for efforts to engage families in communities affected by ongoing stressors to support resilience in everyday interactions and promote children's early learning.

自然灾害对家庭和社区具有破坏性，特别是当连锁效应持续一段时间时。这些事件以及随之而来的对家庭生活的破坏，给幼儿的发展带来了风险，包括口头语言。认识到这一潜在的脆弱性，人们呼吁制定幼儿方案，以支持父母的养育和促进儿童的早期学习。因此，我们为生活在遭受毁灭性地震不利影响的社区的学龄前儿童开发并试验了一种研究知情的家庭扫盲预防干预措施。在这个可行性案例研究中，提供了2个社区讲习班。这两项研究都鼓励父母和4到5岁的孩子进行重复的、互动的共同阅读和语言交流。工作坊一:通过文本外对话和回忆与故事相关的共同经历，构建儿童与理解相关的语言技能;工作坊2的重点是通过阅读期间的有趣互动和阅读之外的文字游戏活动来促进儿童的语音意识。参与前，该样本(n = 44)的父母报告共享阅读频率较低(共享阅读模式为每周1或2天)。每次工作坊后收集的家长报告数据支持社会效度，并建议工作坊特有的效益具有中到大的效应量。这一过程评估的结果支持了让受持续压力源影响的社区的家庭参与进来，以支持日常互动中的复原力和促进儿童早期学习的概念证明。

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引用次数: 1

Research Informing Practice in Early Childhood Intervention 幼儿干预中的告知实践研究

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-07-01 DOI: 10.1097/IYC.0000000000000168

Coral Kemp

The adoption of interventions for infants and young children with disabilities/delays or at risk of disability/delay is likely to be influenced by sources other than research evidence. Where the available research evidence does influence the choice of intervention, there may be difficulties translating research that has been implemented in a controlled environment to an intervention that can be successfully applied in natural settings. Such settings include the family home as well as early childhood education and care centers. Incentives for the use of evidence-based interventions in early intervention settings include improved outcomes for infants and young children, service credibility, and program accountability. Barriers to using evidence-based practice (EBP) in natural settings include difficulties with identifying EBP and in reliably implementing evidence-based interventions. Lack of quality professional training and absence of support from competent coaches/mentors can also compromise the adoption and effective implementation of EBP. Collaborative partnerships between researchers and practitioners, where the goals of both parties have equal value, may assist with bridging the research-to-practice gap. Incentives, barriers, and opportunities are explored in this article.

对有残疾/发育迟缓或有残疾/发育迟缓风险的婴幼儿采取干预措施可能会受到研究证据以外来源的影响。在现有研究证据确实影响干预措施选择的情况下，可能难以将在受控环境中实施的研究转化为可在自然环境中成功应用的干预措施。这些环境包括家庭以及幼儿教育和护理中心。在早期干预环境中使用循证干预措施的激励措施包括改善婴幼儿的结果、服务可信度和项目问责制。在自然环境中使用循证实践(EBP)的障碍包括难以识别EBP和可靠地实施循证干预措施。缺乏高质量的专业培训和缺乏有能力的教练/导师的支持也会影响EBP的采用和有效实施。研究人员和实践者之间的合作伙伴关系，双方的目标具有相同的价值，可能有助于弥合研究与实践之间的差距。本文探讨了激励、障碍和机会。

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引用次数: 5

Early Hearing Detection and Intervention (EHDI) Within the Medical Home 早期听力检测和干预(EHDI)在医疗之家

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-07-01 DOI: 10.1097/IYC.0000000000000170

T. A. Woodruff, Tara M. Lutz

The pediatric medical home is a model to provide quality health care to a child that is coordinated and overseen by a team of professionals who are grounded in family-centered practice (Cleveland Clinic, 2012; Munoz, Nelson, Bradham, Hoffman, & Houston, 2011). The medical home can be a centralized, consolidated, and comprehensive approach to address concerns for a child and can bolster the early intervention goals of Early Hearing Detection and Intervention ([EHDI]; Buchino et al., 2019; Munoz, Shisler, Moeller, & White, 2009; Munoz et al., 2011). With early access to screening information for children who are D/deaf or hard of hearing, the medical home plays a role in early diagnostic services and follow-up care that are critical to EHDI. This connection allows for discussion of how the medical home can exist and be supported within the context of existing service provision systems as a potential preemptive intervention to address the needs of children and families. By reviewing publicly accessible materials, the state of Connecticut can be used as a case study to look at various methods of medical home engagement with the outcome of supporting EHDI-based benchmarks (Connecticut Department of Public Health, 2014, 2018). At the same time, a novel means of data collection through the medical home is proposed.

儿科医疗之家是一种为儿童提供高质量医疗保健的模式，由以家庭为中心的专业团队协调和监督(克利夫兰诊所，2012;Munoz, Nelson, Bradham, Hoffman， & Houston, 2011)。医疗之家可以是一个集中、统一和全面的方法来解决儿童的问题，并可以促进早期听力检测和干预的早期干预目标([EHDI];Buchino et al.， 2019;Munoz, Shisler, Moeller， & White, 2009;Munoz et al.， 2011)。由于失聪儿童或重听儿童能够及早获得筛查信息，医疗之家在早期诊断服务和后续护理方面发挥了作用，这对EHDI至关重要。这种联系允许讨论如何在现有服务提供系统的背景下存在和支持医疗之家，作为解决儿童和家庭需求的潜在先发制人的干预措施。通过审查可公开获取的材料，康涅狄格州可以作为一个案例研究，研究医疗家庭参与的各种方法，以及支持基于ehdi的基准的结果(康涅狄格州公共卫生部，2014年，2018年)。同时，提出了一种通过医疗之家进行数据采集的新方法。

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引用次数: 3

Adapting the Ages and Stages Questionnaire to Identify and Quantify Development Among Children With Evidence of Zika Infection. 调整年龄和阶段问卷，以确定和量化有寨卡感染证据的儿童的发展。

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-06-01 DOI: 10.1097/iyc.0000000000000161

Jacob E Attell, Charles Rose, Jeanne Bertolli, Kim Kotzky, Jane Squires, Nevin K Krishna, Ashley Satterfield-Nash, Georgina Peacock, Isabela Ornelas Pereira, Ana Carolina Faria E Silva Santelli, Camille Smith

This article describes novel methods of applying the Ages and Stages Questionnaire-3rd edition (ASQ-3) to assess and quantify developmental delay among children following the 2015-2016 Zika virus outbreak in Brazil. Many of the children with Zika virus infection were expected to have severe developmental delay. However, administering the ASQ-3 to caregivers of these children according to standard protocol would have screened for the overall presence of delay but not the severity of delay. We adopted an amended protocol for administration of the ASQ-3 to quantify the developmental functioning of children severely affected by Zika virus infection in this investigation. Protocols for administering the ASQ-3 among this population were drafted in consultation with developmental measurement experts and are presented here. Specific developmental estimates are discussed, including developmental age equivalents, developmental quotients, and developmental quotient z scores. The calculations of these estimates are presented with examples in the context of the 2015-2016 Zika virus outbreak and associated microcephaly among prenatally infected children from 2 states in northeastern Brazil. Potential applications of these methods for estimating developmental ability among similar pediatric populations are discussed.

本文描述了应用年龄和阶段问卷-第三版（ASQ-3）评估和量化2015-2016年巴西寨卡病毒爆发后儿童发育迟缓的新方法。许多感染寨卡病毒的儿童预计会有严重的发育迟缓。然而，根据标准方案对这些儿童的照顾者进行ASQ-3测试，将筛查出整体存在的延迟，而不是延迟的严重程度。在本次调查中，我们采用了修订后的ASQ-3给标方案来量化寨卡病毒感染严重患儿的发育功能。在与发展测量专家协商后起草了对这些人群进行ASQ-3管理的方案，并在此提出。讨论了具体的发展估计，包括发育年龄当量、发育商数和发育商数z分数。这些估计的计算以2015-2016年巴西东北部两个州寨卡病毒爆发和产前感染儿童中相关的小头症为例。讨论了这些方法在相似儿科人群中估计发育能力的潜在应用。

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引用次数: 0

Predictors of Parental Premature Exiting From Early Intervention Services 父母过早退出早期干预服务的预测因素

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-04-01 DOI: 10.1097/IYC.0000000000000164

L. Barnard‐Brak, T. Stevens, Zhanxia Yang

The current study examined 2 sets of variables associated with parents prematurely exiting early intervention services for their child. The first set consisted of the variables predictive of premature parent withdrawal, and the second set consisted of variables predictive of a parent and child being dismissed from early intervention services because of failure in being able to contact them. This study represents the first empirical examination of variables associated with parents prematurely exiting early intervention services despite having children who continued to qualify for services.

目前的研究检查了两组与父母过早退出儿童早期干预服务相关的变量。第一组由预测父母过早退出的变量组成，第二组由预测父母和孩子因为无法联系他们而被早期干预服务解雇的变量组成。本研究代表了与父母过早退出早期干预服务相关的变量的第一次实证检验，尽管他们的孩子继续有资格获得服务。

引用次数: 1

A Comparison of Dialogic Reading, Modeling, and Dialogic Reading Plus Modeling 对话阅读、建模与对话阅读+建模的比较

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-04-01 DOI: 10.1097/IYC.0000000000000162

C. Coogle, Allison Parsons, Leslie La Croix, Jennifer R. Ottley

The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and dialogic reading plus modeling on the expressive vocabulary identification of 2 preschool children identified with autism spectrum disorder. Their preschool teacher implemented each of the conditions within the daily routines of the classroom. Each condition demonstrated effectiveness; however, the dialogic reading condition had the most robust effect on both of the children's labeling of target vocabulary words.

采用交替治疗的单例设计，研究了对话阅读、建模和对话阅读加建模对2名学龄前自闭症谱系障碍儿童表达性词汇识别的影响。他们的学前班老师在教室的日常生活中实施了每一个条件。每个条件都证明了有效性;然而，对话阅读条件对儿童对目标词汇的标记都有最显著的影响。

引用次数: 4

Improving Developmental Abilities in Infants With Tuberous Sclerosis Complex: A Pilot Behavioral Intervention Study. 改善结节性硬化症患儿的发育能力:一项先导行为干预研究。

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children

Pub Date : 2020-04-01 DOI: 10.1097/iyc.0000000000000160

Nicole M McDonald, Carly Hyde, April Boin Choi, Amanda C Gulsrud, Connie Kasari, Charles A Nelson, Shafali S Jeste

Tuberous sclerosis complex (TSC) is a rare genetic syndrome that confers risk for neurodevelopmental disorders, including autism spectrum disorder and intellectual disability. Delays in social communication and early cognitive abilities are observable as early as 9 months of age in children with TSC; however, there have been no studies of early behavioral intervention in TSC. We conducted a pilot study of an evidence-based, parent-mediated behavioral intervention focused on improving early social communication and play skills in 5 children with TSC (aged 1-3 years). Participants showed maintenance and sometimes gains in developmental abilities, relative to peers, following intervention. Parents generally found the intervention to be helpful and were able to administer the intervention with fidelity. Preliminary results demonstrate initial feasibility of an early play-based, parent-mediated intervention and support the need for a large-scale, randomized clinical trial in TSC.

结节性硬化症(TSC)是一种罕见的遗传综合征，可导致神经发育障碍，包括自闭症谱系障碍和智力残疾。早在9个月大的TSC儿童就可以观察到社会沟通和早期认知能力的延迟;然而，目前尚无对TSC进行早期行为干预的研究。我们进行了一项以证据为基础的、父母介导的行为干预的试点研究，重点是改善5名TSC儿童(1-3岁)的早期社会沟通和游戏技能。在干预后，参与者表现出相对于同龄人的发展能力的维持，有时甚至有所提高。家长普遍认为干预是有帮助的，并且能够忠实地实施干预。初步结果表明，早期以游戏为基础的父母干预的初步可行性，并支持对TSC进行大规模随机临床试验的必要性。

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引用次数: 3

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