Pub Date : 2024-09-02DOI: 10.1177/10538151241271105
Kristen M. Schraml-Block, Michaelene M. Ostrosky
Although it is widely known that caregivers advocate for their school-aged children with disabilities, little is understood about how caregivers who have infants and toddlers with delays or disabilities advocate for their young children. The birth-to-three period may be the beginning of some parents’ advocacy efforts and it is possible their efforts may change over time. Given the relevance of this topic and the limited literature, the purpose of this study was to use qualitative inquiry, specifically auto-photography and photo-elicitation interviews, to explore 13 caregivers’ advocacy experiences in their children’s early years. Thematic and constant comparative analyses were used and subsequently 41 major codes within seven categories were identified. The two major findings were (a) caregivers engaged in both individual (i.e., for their children) and outreach advocacy activities (i.e., for other families and children) and (b) their experiences extended beyond interactions with professionals and included everyday interactions with their children, family members and other parents. Directions for future research and implications for practice are discussed.
{"title":"Investigating Caregivers’ Advocacy Efforts in Early Intervention Using Auto-Photography and Photo-Elicitation Interviews","authors":"Kristen M. Schraml-Block, Michaelene M. Ostrosky","doi":"10.1177/10538151241271105","DOIUrl":"https://doi.org/10.1177/10538151241271105","url":null,"abstract":"Although it is widely known that caregivers advocate for their school-aged children with disabilities, little is understood about how caregivers who have infants and toddlers with delays or disabilities advocate for their young children. The birth-to-three period may be the beginning of some parents’ advocacy efforts and it is possible their efforts may change over time. Given the relevance of this topic and the limited literature, the purpose of this study was to use qualitative inquiry, specifically auto-photography and photo-elicitation interviews, to explore 13 caregivers’ advocacy experiences in their children’s early years. Thematic and constant comparative analyses were used and subsequently 41 major codes within seven categories were identified. The two major findings were (a) caregivers engaged in both individual (i.e., for their children) and outreach advocacy activities (i.e., for other families and children) and (b) their experiences extended beyond interactions with professionals and included everyday interactions with their children, family members and other parents. Directions for future research and implications for practice are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"67 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142187812","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 : 2024-08-23DOI: 10.1177/10538151241271134
Maria Camila Londono, Carmen Dionne, Carl Lacharité
Executive functions (EFs) are cognitive skills that begin developing in early life and are crucial for children’s overall development and daily task performance. Generally, EFs are assessed through standardized neuropsychological tests, which may not always accurately capture real-world application. To overcome this limitation, alternative methods such as authentic assessment have emerged. A scoping review was conducted to map the information available regarding the authentic assessment of EFs in children under 6 years of age from 2010 to 2021. Out of 790 documents, 32 met the eligibility criteria after full-text revision. Two rating scales emerged as the most used EFs assessment instruments. The documents did not explicitly mention the term “authentic assessment.” Four commonly assessed EFs were identified. Findings highlight the need to develop multidimensional authentic assessment instruments to assess early EFs skills in all children. This includes children at risk or with developmental disabilities, and children from families with incomes below the poverty threshold.
{"title":"Authentic Assessment of Executive Functions in Early Childhood: A Scoping Review","authors":"Maria Camila Londono, Carmen Dionne, Carl Lacharité","doi":"10.1177/10538151241271134","DOIUrl":"https://doi.org/10.1177/10538151241271134","url":null,"abstract":"Executive functions (EFs) are cognitive skills that begin developing in early life and are crucial for children’s overall development and daily task performance. Generally, EFs are assessed through standardized neuropsychological tests, which may not always accurately capture real-world application. To overcome this limitation, alternative methods such as authentic assessment have emerged. A scoping review was conducted to map the information available regarding the authentic assessment of EFs in children under 6 years of age from 2010 to 2021. Out of 790 documents, 32 met the eligibility criteria after full-text revision. Two rating scales emerged as the most used EFs assessment instruments. The documents did not explicitly mention the term “authentic assessment.” Four commonly assessed EFs were identified. Findings highlight the need to develop multidimensional authentic assessment instruments to assess early EFs skills in all children. This includes children at risk or with developmental disabilities, and children from families with incomes below the poverty threshold.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142187811","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 : 2024-08-15DOI: 10.1177/10538151241271096
Meghan Burke, Chak Li, Kelly Fulton, Waifong Catherine Cheung
While there are opportunities for families to fulfill leadership roles in early intervention, families often report feeling disempowered and unprepared to become leaders. To this end, in this pilot study, we evaluated the effectiveness and feasibility of an 8-hour leadership program for 20 parents of children who are receiving, or recently received, early intervention services. Participants demonstrated significant increases in early intervention knowledge and empowerment after completing the leadership program. The program had high attendance, low attrition, and high fidelity to the curriculum. Participants were overwhelmingly satisfied with the program and suggested a longer program duration. Initial efficacy and participant enthusiasm suggest a need to consider program implementation more broadly with the goal of increasing parent leadership and involvement in early intervention.
{"title":"A Pilot Study of the Effectiveness and Feasibility of an Early Intervention Leadership Program for Families of Children With Disabilities","authors":"Meghan Burke, Chak Li, Kelly Fulton, Waifong Catherine Cheung","doi":"10.1177/10538151241271096","DOIUrl":"https://doi.org/10.1177/10538151241271096","url":null,"abstract":"While there are opportunities for families to fulfill leadership roles in early intervention, families often report feeling disempowered and unprepared to become leaders. To this end, in this pilot study, we evaluated the effectiveness and feasibility of an 8-hour leadership program for 20 parents of children who are receiving, or recently received, early intervention services. Participants demonstrated significant increases in early intervention knowledge and empowerment after completing the leadership program. The program had high attendance, low attrition, and high fidelity to the curriculum. Participants were overwhelmingly satisfied with the program and suggested a longer program duration. Initial efficacy and participant enthusiasm suggest a need to consider program implementation more broadly with the goal of increasing parent leadership and involvement in early intervention.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"2022 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142187813","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}
Families are central to promoting communication in young children with disabilities with complex communication needs. Providing coaching on naturalistic language interventions (NLI) gives parents tools for independently intervening on communication across activities in the home. Both parents and professionals have limited resources, which requires maximizing parent and professional interactions when meeting. A rapid coaching intervention delivered via distance technology is one approach for addressing this issue. In this study, a multiple baseline across behaviors design replicated across participants was used to evaluate a rapid coaching intervention with parents. When the intervention was introduced, parents displayed improvements in naturalistic strategies and procedures. Child-level expressive communication was measured within the context of the designs, and data were variable. Improvements in the complexity of speech and responding to parents were observed. Implications are provided for future studies.
{"title":"Evaluating a Rapid Coaching Intervention Delivered Remotely to Families","authors":"Justin D. Lane, Gabrielle Lonnemann, Kailee Matthews, Rachel Fosnaught, Katherine Lynch","doi":"10.1177/10538151241264488","DOIUrl":"https://doi.org/10.1177/10538151241264488","url":null,"abstract":"Families are central to promoting communication in young children with disabilities with complex communication needs. Providing coaching on naturalistic language interventions (NLI) gives parents tools for independently intervening on communication across activities in the home. Both parents and professionals have limited resources, which requires maximizing parent and professional interactions when meeting. A rapid coaching intervention delivered via distance technology is one approach for addressing this issue. In this study, a multiple baseline across behaviors design replicated across participants was used to evaluate a rapid coaching intervention with parents. When the intervention was introduced, parents displayed improvements in naturalistic strategies and procedures. Child-level expressive communication was measured within the context of the designs, and data were variable. Improvements in the complexity of speech and responding to parents were observed. Implications are provided for future studies.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"31 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141783190","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 : 2024-03-18DOI: 10.1177/10538151241238007
Dana C. Childress, Megan Schumaker-Murphy
During the COVID-19 global pandemic, early intervention (EI) practitioners experienced an unexpected shift to providing tele-intervention services to support children and families using virtual platforms. Because this shift occurred across the field, it is important to understand the perspectives of those who experienced it under exceptional circumstances. This study examined the perspectives of 353 practitioners across the United States who supported families of infants and toddlers enrolled in EI programs under Part C of IDEA (2004) while providing tele-intervention during the pandemic. A qualitative thematic analysis of survey responses revealed five themes: (a) shifting to tele-intervention was challenging; (b) the shift to tele-intervention was perceived as having a mostly positive impact on service quality; (c) practitioners gained new skills, often related to parent coaching; (d) parent engagement increased during tele-intervention; and (e) practitioners support the continued use of tele-intervention as an EI service delivery option.
{"title":"Tele-Intervention During the COVID-19 Pandemic: Lessons Learned From Early Intervention Practitioners","authors":"Dana C. Childress, Megan Schumaker-Murphy","doi":"10.1177/10538151241238007","DOIUrl":"https://doi.org/10.1177/10538151241238007","url":null,"abstract":"During the COVID-19 global pandemic, early intervention (EI) practitioners experienced an unexpected shift to providing tele-intervention services to support children and families using virtual platforms. Because this shift occurred across the field, it is important to understand the perspectives of those who experienced it under exceptional circumstances. This study examined the perspectives of 353 practitioners across the United States who supported families of infants and toddlers enrolled in EI programs under Part C of IDEA (2004) while providing tele-intervention during the pandemic. A qualitative thematic analysis of survey responses revealed five themes: (a) shifting to tele-intervention was challenging; (b) the shift to tele-intervention was perceived as having a mostly positive impact on service quality; (c) practitioners gained new skills, often related to parent coaching; (d) parent engagement increased during tele-intervention; and (e) practitioners support the continued use of tele-intervention as an EI service delivery option.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"28 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140167480","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 : 2024-03-09DOI: 10.1177/10538151241235560
Nitza Weinstein, Adi Zloof Golombick
This study evaluated the effects of short-term manualized autism spectrum disorder (ASD)-modified “interaction therapy” (IT) for 42 parents, comprising both fathers and mothers of 21 preschoolers with ASD, while comparing father and mother outcomes. Intervention features included parents’ focus on self-reflection and “here-and-now” investigation of live parent–child interaction, both parents’ equal participation, spousal observation, and nonhierarchical parent-therapist collaboration. Pretest and posttest data included analysis of videotaped father–child and mother–child interactions to assess parental responsiveness and affect, and questionnaires on parents’ perceived attachment to child. Results following ASD-modified IT showed both parents’ increases in responsiveness and affect during parent–child interaction, with a larger increase in mothers’ affect. No change emerged in father’s perceived attachment, but mothers increased their perceived attachment quality and pleasure from interaction. Findings extended prior research, which had mostly examined mothers’ improvements following caregiver-mediated intervention, by pinpointing the ASD-modified IT’s efficacy for promoting not only mothers’ but also fathers’ responsive and affective interaction abilities.
{"title":"ASD-Modified Interaction Therapy: Effects on Fathers’ and Mothers’ Responsiveness, Affect, and Attachment","authors":"Nitza Weinstein, Adi Zloof Golombick","doi":"10.1177/10538151241235560","DOIUrl":"https://doi.org/10.1177/10538151241235560","url":null,"abstract":"This study evaluated the effects of short-term manualized autism spectrum disorder (ASD)-modified “interaction therapy” (IT) for 42 parents, comprising both fathers and mothers of 21 preschoolers with ASD, while comparing father and mother outcomes. Intervention features included parents’ focus on self-reflection and “here-and-now” investigation of live parent–child interaction, both parents’ equal participation, spousal observation, and nonhierarchical parent-therapist collaboration. Pretest and posttest data included analysis of videotaped father–child and mother–child interactions to assess parental responsiveness and affect, and questionnaires on parents’ perceived attachment to child. Results following ASD-modified IT showed both parents’ increases in responsiveness and affect during parent–child interaction, with a larger increase in mothers’ affect. No change emerged in father’s perceived attachment, but mothers increased their perceived attachment quality and pleasure from interaction. Findings extended prior research, which had mostly examined mothers’ improvements following caregiver-mediated intervention, by pinpointing the ASD-modified IT’s efficacy for promoting not only mothers’ but also fathers’ responsive and affective interaction abilities.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"42 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075981","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 : 2024-03-08DOI: 10.1177/10538151241235557
Collin Shepley, Amanda Leigh Duncan, Anthony P. Setari
The provision of progress monitoring within publicly funded early childhood classrooms is legally required, supported by empirical research, and recommended by early childhood professional organizations, for teachers providing Part B services under the Individuals with Disabilities Education Act. Despite the widespread recognition of progress monitoring as an essential tool to support child development in early childhood classrooms, clear guidance on what constitutes high-quality progress monitoring is unclear. Therefore, we sought to develop and validate a new teacher quality measure specific to progress monitoring. Such a measure may assist school districts and early childhood programs in understanding the ability of their teachers for engaging in progress monitoring and supporting children with or at risk for disability or delay. Rasch analyses suggest that additional items of greater difficulty are needed within the measure, prior to public release (osf.io/28bz6/).
根据《残障人士教育法案》（Individual with Disabilities Education Act），在政府资助的幼儿课堂中提供进度监测是法律要求，得到了实证研究的支持，并得到了幼儿专业组织的推荐。尽管人们普遍认为进度监测是支持幼儿课堂中儿童发展的重要工具，但关于什么是高质量的进度监测的明确指导却并不清晰。因此，我们试图开发并验证一种专门针对进度监测的新的教师质量测量方法。这种测量方法可以帮助学区和幼儿教育项目了解其教师参与进度监测的能力，以及为残疾儿童或有发育迟缓风险的儿童提供支持的能力。Rasch 分析表明，在公开发布之前，该测评方法还需要增加难度更大的项目 (osf.io/28bz6/)。
{"title":"Toward Developing and Validating a Measure to Appraise Progress Monitoring Ability","authors":"Collin Shepley, Amanda Leigh Duncan, Anthony P. Setari","doi":"10.1177/10538151241235557","DOIUrl":"https://doi.org/10.1177/10538151241235557","url":null,"abstract":"The provision of progress monitoring within publicly funded early childhood classrooms is legally required, supported by empirical research, and recommended by early childhood professional organizations, for teachers providing Part B services under the Individuals with Disabilities Education Act. Despite the widespread recognition of progress monitoring as an essential tool to support child development in early childhood classrooms, clear guidance on what constitutes high-quality progress monitoring is unclear. Therefore, we sought to develop and validate a new teacher quality measure specific to progress monitoring. Such a measure may assist school districts and early childhood programs in understanding the ability of their teachers for engaging in progress monitoring and supporting children with or at risk for disability or delay. Rasch analyses suggest that additional items of greater difficulty are needed within the measure, prior to public release (osf.io/28bz6/).","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"11 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140076077","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 : 2024-03-08DOI: 10.1177/10538151241235613
Sophia R. D’Agostino, Kyle M. Frost
Preschool classrooms serve children of varying abilities, including those who may benefit from social communication intervention. Research supports the use of naturalistic developmental behavioral interventions (NDBI) to effectively increase the social communication skills of young children. Yet, little is known about preschool teachers’ perspectives on and use of NDBI strategies. The purpose of this explanatory sequential mixed methods study was to integrate data from classroom observation, teacher self-report, and qualitative interviews to understand training and support needs for increasing implementation of NDBIs in a preschool classroom context. Eight preschool teachers provided a recording of an intervention session, self-reported their use of NDBI strategies, and participated in an interview to discuss their experiences. Results indicate preschool teacher participants perceive NDBI strategies favorably although they may need targeted support understanding and using NDBI strategies. We discuss implications for practice that may support increased use of NDBIs by preschool teachers.
{"title":"Preschool Teachers’ Perceptions and Use of Naturalistic Developmental Behavioral Intervention Strategies: An Explanatory Sequential Mixed Methods Investigation","authors":"Sophia R. D’Agostino, Kyle M. Frost","doi":"10.1177/10538151241235613","DOIUrl":"https://doi.org/10.1177/10538151241235613","url":null,"abstract":"Preschool classrooms serve children of varying abilities, including those who may benefit from social communication intervention. Research supports the use of naturalistic developmental behavioral interventions (NDBI) to effectively increase the social communication skills of young children. Yet, little is known about preschool teachers’ perspectives on and use of NDBI strategies. The purpose of this explanatory sequential mixed methods study was to integrate data from classroom observation, teacher self-report, and qualitative interviews to understand training and support needs for increasing implementation of NDBIs in a preschool classroom context. Eight preschool teachers provided a recording of an intervention session, self-reported their use of NDBI strategies, and participated in an interview to discuss their experiences. Results indicate preschool teacher participants perceive NDBI strategies favorably although they may need targeted support understanding and using NDBI strategies. We discuss implications for practice that may support increased use of NDBIs by preschool teachers.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"19 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140076087","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 : 2023-12-30DOI: 10.1177/10538151231218958
Deborah L. Rooks-Ellis, Gretchen Scheibel, Craig A. Mason, S. Tu
This article describes the development and use of a first of its kind statewide implementation of an adapted Early Start Denver Model (ESDM). Supported by a collaborative partnership between stakeholders that included families, state agencies, and a state university, the intervention was implemented within the existing framework of a northeastern state’s relationship-based Individuals with Disabilities Education Act (IDEA) Part C early intervention program. Participants were 194 families. The study examined the effectiveness and implementation costs of an adaptation of the ESDM using a coaching model to inform statewide implementation to improve outcomes for young children with autism spectrum disorder (ASD) in rural and low-resource states. Results indicated 194 children who received a monthly average of 10.90 hr of adapted ESDM for an average of 12 months demonstrated an improvement in the frequency of ASD symptomology for a total cost of US$2,511/child. Intervention intensity and child factors demonstrated varying influence on outcomes. This study contributes to the literature by demonstrating the potential for positive impact of an evidence-based practice scaled to a statewide model of early intervention for young children with ASD.
{"title":"Feasible Adaptation of ESDM for Statewide Implementation: A Look at Potential Effects, Implementation Conditions, and Cost","authors":"Deborah L. Rooks-Ellis, Gretchen Scheibel, Craig A. Mason, S. Tu","doi":"10.1177/10538151231218958","DOIUrl":"https://doi.org/10.1177/10538151231218958","url":null,"abstract":"This article describes the development and use of a first of its kind statewide implementation of an adapted Early Start Denver Model (ESDM). Supported by a collaborative partnership between stakeholders that included families, state agencies, and a state university, the intervention was implemented within the existing framework of a northeastern state’s relationship-based Individuals with Disabilities Education Act (IDEA) Part C early intervention program. Participants were 194 families. The study examined the effectiveness and implementation costs of an adaptation of the ESDM using a coaching model to inform statewide implementation to improve outcomes for young children with autism spectrum disorder (ASD) in rural and low-resource states. Results indicated 194 children who received a monthly average of 10.90 hr of adapted ESDM for an average of 12 months demonstrated an improvement in the frequency of ASD symptomology for a total cost of US$2,511/child. Intervention intensity and child factors demonstrated varying influence on outcomes. This study contributes to the literature by demonstrating the potential for positive impact of an evidence-based practice scaled to a statewide model of early intervention for young children with ASD.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139266","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 : 2023-12-26DOI: 10.1177/10538151231218928
Brooke Ingersoll, Sarah N. Douglas, Matthew T. Brodhead, Angela Barber, Louise A. Kaczmarek
Over the past decade, a newer class of interventions has emerged specifically designed for young children with or at high likelihood of autism, which are called Naturalistic Developmental Behavioral Interventions (NDBIs). NDBIs are particularly well-suited as a discipline agnostic, primary intervention for young children with autism and other social communication challenges; however, community providers from multiple disciplinary backgrounds who serve these children typically do not develop competencies in areas crucial for effectively implementing NDBI. The goal of this commentary is to: (a) describe the interdisciplinary competencies needed to deliver NDBIs effectively and (b) provide recommendations for moving the field of early intervention for autism and social communication delays forward. Resources for building these competencies for providers at the pre- and in-service level are also provided.
{"title":"Interdisciplinary Competencies for Implementing NDBIs With Young Children With Autism and Other Social Communication Challenges","authors":"Brooke Ingersoll, Sarah N. Douglas, Matthew T. Brodhead, Angela Barber, Louise A. Kaczmarek","doi":"10.1177/10538151231218928","DOIUrl":"https://doi.org/10.1177/10538151231218928","url":null,"abstract":"Over the past decade, a newer class of interventions has emerged specifically designed for young children with or at high likelihood of autism, which are called Naturalistic Developmental Behavioral Interventions (NDBIs). NDBIs are particularly well-suited as a discipline agnostic, primary intervention for young children with autism and other social communication challenges; however, community providers from multiple disciplinary backgrounds who serve these children typically do not develop competencies in areas crucial for effectively implementing NDBI. The goal of this commentary is to: (a) describe the interdisciplinary competencies needed to deliver NDBIs effectively and (b) provide recommendations for moving the field of early intervention for autism and social communication delays forward. Resources for building these competencies for providers at the pre- and in-service level are also provided.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"19 8","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155376","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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