Pub Date : 2020-04-01DOI: 10.1097/IYC.0000000000000163
C. Chen, J. Squires, Kathleen Scalise
Supplemental Digital Content is Available in the Text. Social–emotional competence is important for children's lifelong positive developmental outcomes. The dimensionality and psychometric properties of a widely used social–emotional assessment, the Ages & Stages Questionnaires: Social–Emotional Second Edition (ASQ:SE-2), were investigated in this study using item response theory models. A comparison was conducted between a unidimensional model, reflecting a compound construct—social–emotional competence, and a multidimensional model, based on the theoretical framework that posits that social competence and emotional competence are highly related but different constructs. The result indicated that the multidimensional structure presented a better fit for the ASQ:SE-2 sample across most intervals (i.e., 6, 12, 18, 24, 30, 36, 48, and 60 months). The psychometric properties estimated by the multidimensional model reflected congruence between the levels of item difficulty and the design of the ASQ:SE-2 and indicated a high quality of items based on the fit item statistics. However, the expected a posteriori/plausible value reliability estimates for several younger age intervals (i.e., 6, 12, 18, and 24 months) did not meet the 0.70 benchmark. The relationship between the 2 dimensions presented a moderate correlation during infancy (r = .43–.56) and a stronger relationship in older ages (r = .71–.83).
{"title":"Evaluating the Dimensionality and Psychometric Properties of a Social–Emotional Screening Instrument for Young Children","authors":"C. Chen, J. Squires, Kathleen Scalise","doi":"10.1097/IYC.0000000000000163","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000163","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Social–emotional competence is important for children's lifelong positive developmental outcomes. The dimensionality and psychometric properties of a widely used social–emotional assessment, the Ages & Stages Questionnaires: Social–Emotional Second Edition (ASQ:SE-2), were investigated in this study using item response theory models. A comparison was conducted between a unidimensional model, reflecting a compound construct—social–emotional competence, and a multidimensional model, based on the theoretical framework that posits that social competence and emotional competence are highly related but different constructs. The result indicated that the multidimensional structure presented a better fit for the ASQ:SE-2 sample across most intervals (i.e., 6, 12, 18, 24, 30, 36, 48, and 60 months). The psychometric properties estimated by the multidimensional model reflected congruence between the levels of item difficulty and the design of the ASQ:SE-2 and indicated a high quality of items based on the fit item statistics. However, the expected a posteriori/plausible value reliability estimates for several younger age intervals (i.e., 6, 12, 18, and 24 months) did not meet the 0.70 benchmark. The relationship between the 2 dimensions presented a moderate correlation during infancy (r = .43–.56) and a stronger relationship in older ages (r = .71–.83).","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"31 1","pages":"142 - 159"},"PeriodicalIF":1.1,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74991580","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 : 2020-01-01DOI: 10.1097/IYC.0000000000000155
B. Elbaum
The purpose of this secondary analysis of state-collected data was to investigate developmental outcomes of preschool special education (PSE) services in a statewide cohort of participating children (n = 17,828). In line with federal performance indicators for Individuals with Disabilities Education Act early childhood programs, the outcome of interest in this study was the percentage of children who demonstrated age-expected functioning in all 5 major domains of development—communication, cognitive, motor, personal–social, and adaptive—at the time they exited the PSE program. The study also investigated the extent to which this outcome varied, depending on the severity and complexity of children's delays when they began PSE services. Overall, 38.2% of children exited the program within age norms in all 5 domains; percentages for subgroups of children ranged from 77% for children with no measured delay on entry to 23% for children demonstrating severe delay in 1 or more developmental areas. Holding delay severity constant, each additional domain of delay on entry was associated with a decrease in the percentage of children exiting within age norms. Findings of the study problematize the application of a single definition of “expected progress” for all participating children and underscore the utility of examining and reporting program outcomes for subgroups of children.
{"title":"Developmental Outcomes of Preschool Special Education","authors":"B. Elbaum","doi":"10.1097/IYC.0000000000000155","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000155","url":null,"abstract":"The purpose of this secondary analysis of state-collected data was to investigate developmental outcomes of preschool special education (PSE) services in a statewide cohort of participating children (n = 17,828). In line with federal performance indicators for Individuals with Disabilities Education Act early childhood programs, the outcome of interest in this study was the percentage of children who demonstrated age-expected functioning in all 5 major domains of development—communication, cognitive, motor, personal–social, and adaptive—at the time they exited the PSE program. The study also investigated the extent to which this outcome varied, depending on the severity and complexity of children's delays when they began PSE services. Overall, 38.2% of children exited the program within age norms in all 5 domains; percentages for subgroups of children ranged from 77% for children with no measured delay on entry to 23% for children demonstrating severe delay in 1 or more developmental areas. Holding delay severity constant, each additional domain of delay on entry was associated with a decrease in the percentage of children exiting within age norms. Findings of the study problematize the application of a single definition of “expected progress” for all participating children and underscore the utility of examining and reporting program outcomes for subgroups of children.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"234 1","pages":"20 - 3"},"PeriodicalIF":1.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76114833","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 : 2020-01-01DOI: 10.1097/IYC.000000000000017210.1097/FCH.0000000000000266
C. Ford
{"title":"From the EditorCommentary: Addressing Inequities in the Era of COVID-19: The Pandemic and the Urgent Need for Critical Race Theory","authors":"C. Ford","doi":"10.1097/IYC.000000000000017210.1097/FCH.0000000000000266","DOIUrl":"https://doi.org/10.1097/IYC.000000000000017210.1097/FCH.0000000000000266","url":null,"abstract":"","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61765311","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 : 2020-01-01DOI: 10.1097/iyc.000000000000017210.1097/rli.0000000000000689
P. Lyu, Xing Liu, Rui Zhang, Lei Shi, Jianbo Gao
Objectives The aim of this study was to assess the clinical severity of COVID-19 pneumonia using qualitative and/or quantitative chest computed tomography (CT) indicators and identify the CT characteristics of critical cases Materials and Methods Fifty-one patients with COVID-19 pneumonia including ordinary cases (group A, n = 12), severe cases (group B, n = 15), and critical cases (group C, n = 24) were retrospectively enrolled The qualitative and quantitative indicators from chest CT were recorded and compared using Fisher exact test, one-way analysis of variance, Kruskal-Wallis H test, and receiver operating characteristic analysis Results Depending on the severity of the disease, the number of involved lung segments and lobes, the frequencies of consolidation, crazy-paving pattern, and air bronchogram increased in more severe cases Qualitative indicators including total severity score for the whole lung and total score for crazy-paving and consolidation could distinguish groups B and C from A (69% sensitivity, 83% specificity, and 73% accuracy) but were similar between group B and group C Combined qualitative and quantitative indicators could distinguish these 3 groups with high sensitivity (B + C vs A, 90%;C vs B, 92%), specificity (100%, 87%), and accuracy (92%, 90%) Critical cases had higher total severity score (>10) and higher total score for crazy-paving and consolidation (>4) than ordinary cases, and had higher mean lung density (>−779 HU) and full width at half maximum (>128 HU) but lower relative volume of normal lung density (≦50%) than ordinary/severe cases In our critical cases, 8 patients with relative volume of normal lung density smaller than 40% received mechanical ventilation for supportive treatment, and 2 of them had died Conclusions A rapid, accurate severity assessment of COVID-19 pneumonia based on chest CT would be feasible and could provide help for making management decisions, especially for the critical cases
目的采用定性和/或定量胸部计算机断层扫描(CT)指标评估COVID-19肺炎的临床严重程度，确定危重病例的CT特征材料与方法51例COVID-19肺炎患者，包括普通病例(A组，n = 12)、重症病例(B组，n = 15)、危重病例(C组，C组)。采用Fisher精确检验、单因素方差分析、Kruskal-Wallis H检验、受试者工作特征分析等方法，记录胸部CT的定性和定量指标，并进行比较。结果根据疾病的严重程度，累及的肺节段和肺叶数量、实变频率、病理样、定性指标包括全肺严重程度总分、疯狂铺路和夯实总分均能区分B、C组与A组(灵敏度69%、特异性83%、准确率73%)，但B、C组间差异无统计学意义。定性和定量指标结合可区分B、C组与A组具有较高的灵敏度(B + C vs A, 90%;C vs B, 92%)、特异性(100%、87%)、准确性(92%)。危重病例的总严重程度评分(>0)高于普通病例，疯狂铺装和巩固总分(>4)高于普通病例，平均肺密度(>−779 HU)和一半最大全宽(>128 HU)高于普通/重症病例，但正常肺密度相对体积(≦50%)低于正常肺密度。我们的危重病例中，有8例正常肺密度相对体积小于40%的患者接受了机械通气支持治疗。结论基于胸部CT快速、准确地评估COVID-19肺炎的严重程度是可行的，可以为制定管理决策提供帮助，特别是对危重病例
{"title":"From the Editor The Performance of Chest CT in Evaluating the Clinical Severity of COVID-19 Pneumonia: Identifying Critical Cases Based on CT Characteristics","authors":"P. Lyu, Xing Liu, Rui Zhang, Lei Shi, Jianbo Gao","doi":"10.1097/iyc.000000000000017210.1097/rli.0000000000000689","DOIUrl":"https://doi.org/10.1097/iyc.000000000000017210.1097/rli.0000000000000689","url":null,"abstract":"Objectives The aim of this study was to assess the clinical severity of COVID-19 pneumonia using qualitative and/or quantitative chest computed tomography (CT) indicators and identify the CT characteristics of critical cases Materials and Methods Fifty-one patients with COVID-19 pneumonia including ordinary cases (group A, n = 12), severe cases (group B, n = 15), and critical cases (group C, n = 24) were retrospectively enrolled The qualitative and quantitative indicators from chest CT were recorded and compared using Fisher exact test, one-way analysis of variance, Kruskal-Wallis H test, and receiver operating characteristic analysis Results Depending on the severity of the disease, the number of involved lung segments and lobes, the frequencies of consolidation, crazy-paving pattern, and air bronchogram increased in more severe cases Qualitative indicators including total severity score for the whole lung and total score for crazy-paving and consolidation could distinguish groups B and C from A (69% sensitivity, 83% specificity, and 73% accuracy) but were similar between group B and group C Combined qualitative and quantitative indicators could distinguish these 3 groups with high sensitivity (B + C vs A, 90%;C vs B, 92%), specificity (100%, 87%), and accuracy (92%, 90%) Critical cases had higher total severity score (>10) and higher total score for crazy-paving and consolidation (>4) than ordinary cases, and had higher mean lung density (>−779 HU) and full width at half maximum (>128 HU) but lower relative volume of normal lung density (≦50%) than ordinary/severe cases In our critical cases, 8 patients with relative volume of normal lung density smaller than 40% received mechanical ventilation for supportive treatment, and 2 of them had died Conclusions A rapid, accurate severity assessment of COVID-19 pneumonia based on chest CT would be feasible and could provide help for making management decisions, especially for the critical cases","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"33 1","pages":"161-162"},"PeriodicalIF":1.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61765354","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 : 2020-01-01DOI: 10.1097/IYC.0000000000000154
C. P. Morales-Murillo, Pau García-Grau, M. D. Grau-Sevilla, Beatriz Soucase-Lozano
This study looked at the effect of mother's educational level, child emotional difficulties, peer interactions, age, and gender on children's sophistication level of engagement. Eighty-six randomly selected children, aged between 36 and 72 months, and 20 teachers from 5 early childhood education centers in Valencia, Spain, participated in the study. Teachers reported on children's sophistication levels of engagement, interaction with peers, and emotional difficulties. Mothers reported on their highest educational level. The results indicated a direct effect of age, emotional difficulties, peer interactions, and mother's educational level on sophistication level of engagement. Emotional difficulties mediated the relation between mother's educational level and children's sophistication level of engagement, and peer interactions mediated the relation between sophistication level of engagement and age. Our results and those of other studies suggest promoting children's interactions with peers and emotionally secure environments as best practices for supporting children's higher sophistication levels of engagement in early childhood education routines.
{"title":"Impact of Child Characteristics and Mother's Educational Level on Child Engagement Levels","authors":"C. P. Morales-Murillo, Pau García-Grau, M. D. Grau-Sevilla, Beatriz Soucase-Lozano","doi":"10.1097/IYC.0000000000000154","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000154","url":null,"abstract":"This study looked at the effect of mother's educational level, child emotional difficulties, peer interactions, age, and gender on children's sophistication level of engagement. Eighty-six randomly selected children, aged between 36 and 72 months, and 20 teachers from 5 early childhood education centers in Valencia, Spain, participated in the study. Teachers reported on children's sophistication levels of engagement, interaction with peers, and emotional difficulties. Mothers reported on their highest educational level. The results indicated a direct effect of age, emotional difficulties, peer interactions, and mother's educational level on sophistication level of engagement. Emotional difficulties mediated the relation between mother's educational level and children's sophistication level of engagement, and peer interactions mediated the relation between sophistication level of engagement and age. Our results and those of other studies suggest promoting children's interactions with peers and emotionally secure environments as best practices for supporting children's higher sophistication levels of engagement in early childhood education routines.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"146 1","pages":"71 - 83"},"PeriodicalIF":1.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85877588","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 : 2020-01-01DOI: 10.1097/IYC.0000000000000157
Zhidan Wang, Xiaoyu Zhu, Frankie T. K. Fong, Jing Meng, Haijing Wang
Our proclivity toward high-fidelity transmission of knowledge is one of the key mechanisms that underpins our success as a species. This study evaluated overimitation within children with hearing impairments (who had either a cochlear implant or a hearing aid) in relation to those with normal hearing. A total of seventy-two 4-year-old children were shown how to operate novel objects using a series of causally irrelevant actions, followed by causally relevant action. We measured the degree to which children reproduced the irrelevant actions as an indicator of imitative fidelity. Children with either hearing impairments or normal hearing replicated the irrelevant actions at rates above the baseline. However, imitative fidelity of the former group was significantly lower. In addition, children with hearing impairments were also less likely to identify and achieve the outcome by performing the relevant act. This study advances our understanding of social learning in children with hearing impairments and proposes potential weakness of social-cognitive skills within this population.
{"title":"Overimitation of Children With Cochlear Implants or Hearing Aids in Comparison With Children With Normal Hearing","authors":"Zhidan Wang, Xiaoyu Zhu, Frankie T. K. Fong, Jing Meng, Haijing Wang","doi":"10.1097/IYC.0000000000000157","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000157","url":null,"abstract":"Our proclivity toward high-fidelity transmission of knowledge is one of the key mechanisms that underpins our success as a species. This study evaluated overimitation within children with hearing impairments (who had either a cochlear implant or a hearing aid) in relation to those with normal hearing. A total of seventy-two 4-year-old children were shown how to operate novel objects using a series of causally irrelevant actions, followed by causally relevant action. We measured the degree to which children reproduced the irrelevant actions as an indicator of imitative fidelity. Children with either hearing impairments or normal hearing replicated the irrelevant actions at rates above the baseline. However, imitative fidelity of the former group was significantly lower. In addition, children with hearing impairments were also less likely to identify and achieve the outcome by performing the relevant act. This study advances our understanding of social learning in children with hearing impairments and proposes potential weakness of social-cognitive skills within this population.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"11 1","pages":"84 - 92"},"PeriodicalIF":1.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83887808","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 : 2020-01-01DOI: 10.1097/IYC.0000000000000156
Ciera M. Lorio, M. Romano, Juliann Woods, Jennifer A. Brown
An increasing number of researchers are examining the benefits and outcomes of caregiver-implemented interventions for young children with delays or disabilities. Most report the incorporation of multiple coaching strategies within their approach; however, definitions and descriptions of coaching strategies and processes continue to be limited. This scoping review examined the use of various coaching strategies across models of caregiver coaching in early intervention, with a specific focus on problem solving and reflection coaching strategies occurring in the literature between 2011 and 2018. Problem solving and reflection are 2 coaching strategies incorporated into coaching approaches to build caregiver competency, confidence, and independence within intervention implementation. The results of this review may guide the field in further defining caregiver coaching as well as specific coaching strategies, such as problem solving and reflection.
{"title":"A Review of Problem Solving and Reflection as Caregiver Coaching Strategies in Early Intervention","authors":"Ciera M. Lorio, M. Romano, Juliann Woods, Jennifer A. Brown","doi":"10.1097/IYC.0000000000000156","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000156","url":null,"abstract":"An increasing number of researchers are examining the benefits and outcomes of caregiver-implemented interventions for young children with delays or disabilities. Most report the incorporation of multiple coaching strategies within their approach; however, definitions and descriptions of coaching strategies and processes continue to be limited. This scoping review examined the use of various coaching strategies across models of caregiver coaching in early intervention, with a specific focus on problem solving and reflection coaching strategies occurring in the literature between 2011 and 2018. Problem solving and reflection are 2 coaching strategies incorporated into coaching approaches to build caregiver competency, confidence, and independence within intervention implementation. The results of this review may guide the field in further defining caregiver coaching as well as specific coaching strategies, such as problem solving and reflection.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"101 1","pages":"35 - 70"},"PeriodicalIF":1.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79038893","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 : 2020-01-01DOI: 10.1097/iyc.0000000000000159
{"title":"From the Editor","authors":"","doi":"10.1097/iyc.0000000000000159","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000159","url":null,"abstract":"","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"88 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82740744","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 : 2020-01-01DOI: 10.1097/IYC.0000000000000158
Jeffrey D. Shahidullah, S. Forman, Amy M. Norton, Jill F Harris, Mohammed H. Palejwala, A. Chaudhuri
Early identification of young children at developmental risk is important for linkage to needed services. Yet, despite guidelines for developmental screening, many pediatricians do not systematically use screening tools. Because many young children spend time in childcare settings, conducting screening in these settings may improve rates of early identification. Surveys were sent to 356 childcare providers who attended brief developmental screening training to determine practices and perceptions related to implementation of screening in the childcare setting. A 51.7% useable response rate was obtained. A majority of respondents strongly agreed that developmental screening should be conducted in childcare centers, that it is important for staff to discuss developmental concerns with parents and to link children with concerns to resources, and that their center director supported use of the screening tool. Several attitudes both about developmental screening and about organizational support had a positive and significant relationship with current use and intended future use of developmental screening tools. Findings suggest that even brief staff training may positively impact screening attitudes and practices, although follow-up technical assistance may result in fuller, more effective implementation.
{"title":"Implementation of Developmental Screening by Childcare Providers","authors":"Jeffrey D. Shahidullah, S. Forman, Amy M. Norton, Jill F Harris, Mohammed H. Palejwala, A. Chaudhuri","doi":"10.1097/IYC.0000000000000158","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000158","url":null,"abstract":"Early identification of young children at developmental risk is important for linkage to needed services. Yet, despite guidelines for developmental screening, many pediatricians do not systematically use screening tools. Because many young children spend time in childcare settings, conducting screening in these settings may improve rates of early identification. Surveys were sent to 356 childcare providers who attended brief developmental screening training to determine practices and perceptions related to implementation of screening in the childcare setting. A 51.7% useable response rate was obtained. A majority of respondents strongly agreed that developmental screening should be conducted in childcare centers, that it is important for staff to discuss developmental concerns with parents and to link children with concerns to resources, and that their center director supported use of the screening tool. Several attitudes both about developmental screening and about organizational support had a positive and significant relationship with current use and intended future use of developmental screening tools. Findings suggest that even brief staff training may positively impact screening attitudes and practices, although follow-up technical assistance may result in fuller, more effective implementation.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"03 1","pages":"21 - 34"},"PeriodicalIF":1.1,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86349211","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 : 2019-10-01DOI: 10.1097/IYC.0000000000000149
D. Gibbs, P. Harniess, Siew-Lian Crossley
Infants who require admission to a neonatal unit and who ultimately present with complex neurodevelopmental difficulties often require more sustained engagement with early intervention services during admission and beyond. However, there is little research exploring families' experiences of early intervention (EI) therapy received throughout a neonatal unit admission and continuing through transition into the community setting. This study was designed to explore parents' perceptions of EI therapy for infants with complex emerging neurodevelopmental difficulties. Using a descriptive qualitative approach, interviews were conducted with 6 mothers whose infants had been admitted to a neonatal unit and were receiving EI therapy services for their child. Interviews were audio-recorded and transcribed and then thematically analyzed. Four key themes emerged articulating the parent experiences during their evolving relationship with therapy providers in the neonatal unit and following discharge: (a) a vulnerable start—adjusting to the unexpected; (b) becoming a mother—becoming a family; (c) the therapy journey; and (d) a new reality. Attributes that enhanced the developing parent–provider relationship were identified including the importance of developing collaborative communication styles, supporting families in developing their expectations of the parent–provider relationship, and ensuring clarity in the nature, scope, and contribution of EI therapy to their child and overall family development. Early introduction of EI therapists during an infant's admission to a neonatal unit can serve to strengthen the parent–provider relationship by offering a support continuum during a vulnerable time.
{"title":"“The Constant by Our Side”—Mothers' Experiences of Early Intervention Therapy Services for Infants With Emerging Signs of Complex Neurodevelopmental Difficulties","authors":"D. Gibbs, P. Harniess, Siew-Lian Crossley","doi":"10.1097/IYC.0000000000000149","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000149","url":null,"abstract":"Infants who require admission to a neonatal unit and who ultimately present with complex neurodevelopmental difficulties often require more sustained engagement with early intervention services during admission and beyond. However, there is little research exploring families' experiences of early intervention (EI) therapy received throughout a neonatal unit admission and continuing through transition into the community setting. This study was designed to explore parents' perceptions of EI therapy for infants with complex emerging neurodevelopmental difficulties. Using a descriptive qualitative approach, interviews were conducted with 6 mothers whose infants had been admitted to a neonatal unit and were receiving EI therapy services for their child. Interviews were audio-recorded and transcribed and then thematically analyzed. Four key themes emerged articulating the parent experiences during their evolving relationship with therapy providers in the neonatal unit and following discharge: (a) a vulnerable start—adjusting to the unexpected; (b) becoming a mother—becoming a family; (c) the therapy journey; and (d) a new reality. Attributes that enhanced the developing parent–provider relationship were identified including the importance of developing collaborative communication styles, supporting families in developing their expectations of the parent–provider relationship, and ensuring clarity in the nature, scope, and contribution of EI therapy to their child and overall family development. Early introduction of EI therapists during an infant's admission to a neonatal unit can serve to strengthen the parent–provider relationship by offering a support continuum during a vulnerable time.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"98 1","pages":"255 - 269"},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84259427","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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