Pub Date : 2023-10-10DOI: 10.1177/10538151231200777
Shawna G. Harbin, Angel Fettig, Elizabeth M. Kelly
Caregivers are critical partners in early intervention service delivery; therefore, it is essential to ensure that early intervention practitioners (EIPs) have sufficient training in family-centered strategies to assist families with reaching targeted family and child outcomes. The triadic strategies from the Parents Interacting With Infants (PIWI) framework comprise a set of six practitioner strategies that align with family-centered caregiver coaching practices. For this mixed methods study, we used single-case research design to investigate a virtual training and coaching program for EIPs to increase their use of triadic strategies with caregivers during teleintervention sessions. We also conducted interviews to understand the experiences of EIPs and families with triadic strategy use. Results suggest practitioners demonstrated modest increases in strategy implementation, with marked decreases in directive strategy use. Participants described experiences with strategy use as well as factors potentially influencing implementation. Implications for practice and research are discussed.
{"title":"Virtual Practitioner Training and Coaching of a Triadic Approach in Early Intervention: A Mixed-Methods Investigation","authors":"Shawna G. Harbin, Angel Fettig, Elizabeth M. Kelly","doi":"10.1177/10538151231200777","DOIUrl":"https://doi.org/10.1177/10538151231200777","url":null,"abstract":"Caregivers are critical partners in early intervention service delivery; therefore, it is essential to ensure that early intervention practitioners (EIPs) have sufficient training in family-centered strategies to assist families with reaching targeted family and child outcomes. The triadic strategies from the Parents Interacting With Infants (PIWI) framework comprise a set of six practitioner strategies that align with family-centered caregiver coaching practices. For this mixed methods study, we used single-case research design to investigate a virtual training and coaching program for EIPs to increase their use of triadic strategies with caregivers during teleintervention sessions. We also conducted interviews to understand the experiences of EIPs and families with triadic strategy use. Results suggest practitioners demonstrated modest increases in strategy implementation, with marked decreases in directive strategy use. Participants described experiences with strategy use as well as factors potentially influencing implementation. Implications for practice and research are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294444","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 : 2023-09-28DOI: 10.1177/10538151231199898
Allyson P. Arserio, Elizabeth E. Biggs, Emily Holz
Despite evidence for the usefulness of augmentative and alternative communication (AAC) for young children with complex communication needs (CCN), several barriers prevent children from accessing AAC intervention. This qualitative study is focused on understanding the lived experiences of parents accessing and learning how to use speech-generating devices with their young children (3-6 years) with CCN. Findings generate insight into the similarities and differences across families’ experiences through several categories and themes: (a) foundational perspectives (determination and resilience; finding balance); (b) experiences getting access to an AAC device (initiating access; navigating barriers); (c) experiences using an AAC device (learning and navigating challenges; supporting their child’s communication at home and in the community; seeing progress); and (d) surrounding factors (family structure, informal supports, and demands; access to services and professional supports; the COVID-19 pandemic). Implications for practice and policy are discussed related to how to improve AAC access and intervention.
{"title":"Experiences of Parents Supporting Their Young Children Who Use Speech-Generating Devices","authors":"Allyson P. Arserio, Elizabeth E. Biggs, Emily Holz","doi":"10.1177/10538151231199898","DOIUrl":"https://doi.org/10.1177/10538151231199898","url":null,"abstract":"Despite evidence for the usefulness of augmentative and alternative communication (AAC) for young children with complex communication needs (CCN), several barriers prevent children from accessing AAC intervention. This qualitative study is focused on understanding the lived experiences of parents accessing and learning how to use speech-generating devices with their young children (3-6 years) with CCN. Findings generate insight into the similarities and differences across families’ experiences through several categories and themes: (a) foundational perspectives (determination and resilience; finding balance); (b) experiences getting access to an AAC device (initiating access; navigating barriers); (c) experiences using an AAC device (learning and navigating challenges; supporting their child’s communication at home and in the community; seeing progress); and (d) surrounding factors (family structure, informal supports, and demands; access to services and professional supports; the COVID-19 pandemic). Implications for practice and policy are discussed related to how to improve AAC access and intervention.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135387334","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 : 2023-08-17DOI: 10.1177/10538151231191757
Mary Troxel, R. Sheldrick, A. Eisenhower, A. Carter
This study aimed to replicate and extend findings from the only known study that has conducted latent profile analysis of developmental profiles, measured by the Battelle Developmental Inventory, for children in Early Intervention (EI). Children ( N = 57,966) who were enrolled in Massachusetts EI sites between 2011 and 2019 and completed a Battelle assessment at EI entry were included. Replicating previous findings, child Battelle profiles were best classified with four latent classes which were largely consistent with previously observed patterns (i.e., domain means within/between classes). Classes were labeled: “Marked communication delay, relative motor strength,” “Communication delay, and average motor functioning,” “Cognitive and motor delays, relative adaptive strength,” and “Consistent mild delays.” We described associations between class and sociodemographic factors and autism spectrum disorder (ASD) diagnosis. We found large effects of age and ASD. Two profiles that demonstrated communication delays were associated with older age. The “Marked communication delay” profile was associated with an elevated likelihood of ASD. Results suggest that Battelle developmental profiles may be an additional indicator to improve the identification of ASD in community settings and that profile membership could guide tailored interventions for specific developmental needs. Continued research will help determine whether class membership is stable and associated with differential response to EI.
{"title":"Patterns and Correlates of Developmental Profiles Using the Battelle Developmental Inventory Among Children in Early Intervention","authors":"Mary Troxel, R. Sheldrick, A. Eisenhower, A. Carter","doi":"10.1177/10538151231191757","DOIUrl":"https://doi.org/10.1177/10538151231191757","url":null,"abstract":"This study aimed to replicate and extend findings from the only known study that has conducted latent profile analysis of developmental profiles, measured by the Battelle Developmental Inventory, for children in Early Intervention (EI). Children ( N = 57,966) who were enrolled in Massachusetts EI sites between 2011 and 2019 and completed a Battelle assessment at EI entry were included. Replicating previous findings, child Battelle profiles were best classified with four latent classes which were largely consistent with previously observed patterns (i.e., domain means within/between classes). Classes were labeled: “Marked communication delay, relative motor strength,” “Communication delay, and average motor functioning,” “Cognitive and motor delays, relative adaptive strength,” and “Consistent mild delays.” We described associations between class and sociodemographic factors and autism spectrum disorder (ASD) diagnosis. We found large effects of age and ASD. Two profiles that demonstrated communication delays were associated with older age. The “Marked communication delay” profile was associated with an elevated likelihood of ASD. Results suggest that Battelle developmental profiles may be an additional indicator to improve the identification of ASD in community settings and that profile membership could guide tailored interventions for specific developmental needs. Continued research will help determine whether class membership is stable and associated with differential response to EI.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47783879","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 : 2023-08-17DOI: 10.1177/10538151231191755
S. McConnell, Alisha K. Wackerle-Hollman, Anthony D. Albano, Erin M. Lease, Marianne Elmquist, Kelsey K. Will
Ongoing expansion of early education services in the United States is often rooted in these programs’ contribution to development that promotes later academic and behavioral competence. Multi-tiered systems of support (MTSS, sometimes referred to as Response to Intervention) represent one increasingly common resource to promote desired outcomes for all children. MTSS requires seasonal screening of all students and progress monitoring of those selected for more intensive intervention. This study explores development and evaluation of measures for these uses, designed specifically to assess the language and early literacy development of 3-year-old children. Results from assessment of 449 children describe measure reliability, growth across three seasonal screenings, development of criterion-referenced benchmarks, and variations in growth for children at different levels of initial performance. Results are discussed in terms of normative versus criterion-referenced standards for building MTSS assessment systems as well as future directions for research, policy, and practice.
{"title":"Growth and Utility of Language and Early Literacy Measures for Young Children","authors":"S. McConnell, Alisha K. Wackerle-Hollman, Anthony D. Albano, Erin M. Lease, Marianne Elmquist, Kelsey K. Will","doi":"10.1177/10538151231191755","DOIUrl":"https://doi.org/10.1177/10538151231191755","url":null,"abstract":"Ongoing expansion of early education services in the United States is often rooted in these programs’ contribution to development that promotes later academic and behavioral competence. Multi-tiered systems of support (MTSS, sometimes referred to as Response to Intervention) represent one increasingly common resource to promote desired outcomes for all children. MTSS requires seasonal screening of all students and progress monitoring of those selected for more intensive intervention. This study explores development and evaluation of measures for these uses, designed specifically to assess the language and early literacy development of 3-year-old children. Results from assessment of 449 children describe measure reliability, growth across three seasonal screenings, development of criterion-referenced benchmarks, and variations in growth for children at different levels of initial performance. Results are discussed in terms of normative versus criterion-referenced standards for building MTSS assessment systems as well as future directions for research, policy, and practice.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48015445","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 : 2023-08-08DOI: 10.1177/10538151231190627
Sophia R. D’Agostino, Elizabeth Horton
Many factors influence the quality of preschool inclusion classrooms. A total of 35 inclusive preschool teachers across a variety of organizational contexts completed a questionnaire containing open-ended and closed-ended questions to understand their beliefs (i.e., self-efficacy, attitudes, and concerns) regarding inclusion. In addition, trained inclusive classroom profile (ICP) users observed the inclusive classrooms to collect ratings of inclusive quality. The purpose of this convergent mixed-methods study is to share teachers’ beliefs and observed practices to advance the field’s knowledge of preschool inclusion implementation. Results showed that teachers perceived a high level of self-efficacy toward including children with disabilities and positive attitudes toward the benefits of inclusion yet expressed the need for training and support. Observations of inclusive practices using the ICP revealed that the mean inclusive quality item scores ranged from minimal to good. Based on the results, implications for research and practice are discussed.
{"title":"Examining Inclusive Preschool Teachers’ Perspectives and Practices: A Mixed-Methods Investigation","authors":"Sophia R. D’Agostino, Elizabeth Horton","doi":"10.1177/10538151231190627","DOIUrl":"https://doi.org/10.1177/10538151231190627","url":null,"abstract":"Many factors influence the quality of preschool inclusion classrooms. A total of 35 inclusive preschool teachers across a variety of organizational contexts completed a questionnaire containing open-ended and closed-ended questions to understand their beliefs (i.e., self-efficacy, attitudes, and concerns) regarding inclusion. In addition, trained inclusive classroom profile (ICP) users observed the inclusive classrooms to collect ratings of inclusive quality. The purpose of this convergent mixed-methods study is to share teachers’ beliefs and observed practices to advance the field’s knowledge of preschool inclusion implementation. Results showed that teachers perceived a high level of self-efficacy toward including children with disabilities and positive attitudes toward the benefits of inclusion yet expressed the need for training and support. Observations of inclusive practices using the ICP revealed that the mean inclusive quality item scores ranged from minimal to good. Based on the results, implications for research and practice are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46790065","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 : 2023-07-31DOI: 10.1177/10538151231186896
Jennifer C. Bancroft, E. Barton, Lauren E. Schulte
Play skills are a behavioral cusp as they provide the foundation for the development of other related skills in young children. Children with developmental disabilities often demonstrate significant delays in their play skills. When children do not engage in play at the same rates or in the same ways as their peers or siblings, their ability to learn and practice other skills such as communication and social interactions is negatively impacted. We used a concurrent, multiple probe design across participants to assess the efficacy of using a system of least prompts (SLP) intervention package to teach pretend play to three children with disabilities in contexts with their peers. The SLP intervention package was related to increases in target pretend play behaviors for all three children. Also, parents and teachers reported observed changes in play across both the classroom and the home environments.
{"title":"Using the System of Least Prompts to Teach Pretend Play to Preschoolers With Developmental Disabilities in Contexts With Their Peers","authors":"Jennifer C. Bancroft, E. Barton, Lauren E. Schulte","doi":"10.1177/10538151231186896","DOIUrl":"https://doi.org/10.1177/10538151231186896","url":null,"abstract":"Play skills are a behavioral cusp as they provide the foundation for the development of other related skills in young children. Children with developmental disabilities often demonstrate significant delays in their play skills. When children do not engage in play at the same rates or in the same ways as their peers or siblings, their ability to learn and practice other skills such as communication and social interactions is negatively impacted. We used a concurrent, multiple probe design across participants to assess the efficacy of using a system of least prompts (SLP) intervention package to teach pretend play to three children with disabilities in contexts with their peers. The SLP intervention package was related to increases in target pretend play behaviors for all three children. Also, parents and teachers reported observed changes in play across both the classroom and the home environments.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46379472","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 : 2023-06-23DOI: 10.1177/10538151231179113
Xiaofang Xue, X. Zong, Gloria Valentine, B. Hussey-Gardner
The Maryland’s Premature Infant Developmental Enrichment (PRIDE) program is a unique collaborative endeavor between the University of Maryland School of Medicine and the Part C program for Baltimore City residents (Baltimore Infants and Toddlers Program; BITP). To evaluate the impact of PRIDE, the current study compared premature infants from low-income families who participated in BITP with (BWP) and without PRIDE (BWOP). A total of 956 premature infants (nBWP = 271; nBWOP = 685) were included in the study. Results showed that infants in BWP were referred at a younger age and stayed in BITP longer. A smaller percentage of parents in BWP withdrew from BITP and a larger percentage of BWP infants were eligible for special education preschool services under Part B of the Individuals with Disabilities Education Act (IDEA) at age 3. These findings provide support for the relative benefits of PRIDE to the traditional system of early intervention referral, evaluation, and service coordination.
{"title":"Maryland’s PRIDE: Evaluation of an Early Intervention Program Embedded Within a NICU and NICU Follow-Up Program","authors":"Xiaofang Xue, X. Zong, Gloria Valentine, B. Hussey-Gardner","doi":"10.1177/10538151231179113","DOIUrl":"https://doi.org/10.1177/10538151231179113","url":null,"abstract":"The Maryland’s Premature Infant Developmental Enrichment (PRIDE) program is a unique collaborative endeavor between the University of Maryland School of Medicine and the Part C program for Baltimore City residents (Baltimore Infants and Toddlers Program; BITP). To evaluate the impact of PRIDE, the current study compared premature infants from low-income families who participated in BITP with (BWP) and without PRIDE (BWOP). A total of 956 premature infants (nBWP = 271; nBWOP = 685) were included in the study. Results showed that infants in BWP were referred at a younger age and stayed in BITP longer. A smaller percentage of parents in BWP withdrew from BITP and a larger percentage of BWP infants were eligible for special education preschool services under Part B of the Individuals with Disabilities Education Act (IDEA) at age 3. These findings provide support for the relative benefits of PRIDE to the traditional system of early intervention referral, evaluation, and service coordination.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47014432","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 : 2023-06-15DOI: 10.1177/10538151231179121
Paige Bennett Eyler, Jennifer R. Ledford
Background: Previous reviews did not include sources that were published in the last 14 years, indicating a need for an updated synthesis on the time delay literature. Objectives: This review was designed to synthesize outcomes for studies assessing time delay prompting procedures for teaching young children. Data sources: PsycINFO and ProQuest Dissertations & Theses Global. Eligibility criteria: To meet inclusion criteria, studies had to be written in English, include a single case design with the primary intervention being time delay. Methods: We coded descriptive characteristics and evaluated rigor using the Single-Case Analysis and Review Framework. Results: A total of 33 published and unpublished sources were included. Results were mixed but suggest that time delay is effective for teaching young children with intellectual and developmental disabilities. Limitations: We did not calculate effect sizes or conduct a meta-analysis due to the inappropriateness of most effect size metrics for acquisition data. Conclusions: Additional research is needed to (a) determine in which contexts time delay can and will be used by endogenous implementers; (b) assess outcomes for children who are non-imitative; and (c) evaluate child preferences for learning variations.
{"title":"Systematic Review of Time Delay Instruction for Teaching Young Children","authors":"Paige Bennett Eyler, Jennifer R. Ledford","doi":"10.1177/10538151231179121","DOIUrl":"https://doi.org/10.1177/10538151231179121","url":null,"abstract":"Background: Previous reviews did not include sources that were published in the last 14 years, indicating a need for an updated synthesis on the time delay literature. Objectives: This review was designed to synthesize outcomes for studies assessing time delay prompting procedures for teaching young children. Data sources: PsycINFO and ProQuest Dissertations & Theses Global. Eligibility criteria: To meet inclusion criteria, studies had to be written in English, include a single case design with the primary intervention being time delay. Methods: We coded descriptive characteristics and evaluated rigor using the Single-Case Analysis and Review Framework. Results: A total of 33 published and unpublished sources were included. Results were mixed but suggest that time delay is effective for teaching young children with intellectual and developmental disabilities. Limitations: We did not calculate effect sizes or conduct a meta-analysis due to the inappropriateness of most effect size metrics for acquisition data. Conclusions: Additional research is needed to (a) determine in which contexts time delay can and will be used by endogenous implementers; (b) assess outcomes for children who are non-imitative; and (c) evaluate child preferences for learning variations.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43233395","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 : 2023-06-02DOI: 10.1177/10538151231176188
S. Cibralic, J. Kohlhoff, Nancy M. Wallace, C. McMahon, V. Eapen
Language ability has been associated with emotion regulation (ER) ability. Children on the autism spectrum have greater rates of language delays and lower ER ability. Despite this, autism traits have not been considered or controlled for in past research. This study therefore examined the association between language ability and ER in young children with and without autism traits. An exploratory analysis was also conducted to examine the types of ER strategies used by young children with autism traits compared with young children without such traits. Ninety mother–toddler dyads participated in the study. Results showed greater receptive language ability was significantly associated with greater parent-reported ER ability both when children with, and children without, autism traits were included in the sample. Furthermore, greater expressive language ability was significantly associated with greater observed ER but only when children with autism traits were excluded from the analysis. These findings have clinical implications for early intervention development for both children with and without autism traits.
{"title":"Emotional Regulation and Language in Young Children With and Without Autism Traits","authors":"S. Cibralic, J. Kohlhoff, Nancy M. Wallace, C. McMahon, V. Eapen","doi":"10.1177/10538151231176188","DOIUrl":"https://doi.org/10.1177/10538151231176188","url":null,"abstract":"Language ability has been associated with emotion regulation (ER) ability. Children on the autism spectrum have greater rates of language delays and lower ER ability. Despite this, autism traits have not been considered or controlled for in past research. This study therefore examined the association between language ability and ER in young children with and without autism traits. An exploratory analysis was also conducted to examine the types of ER strategies used by young children with autism traits compared with young children without such traits. Ninety mother–toddler dyads participated in the study. Results showed greater receptive language ability was significantly associated with greater parent-reported ER ability both when children with, and children without, autism traits were included in the sample. Furthermore, greater expressive language ability was significantly associated with greater observed ER but only when children with autism traits were excluded from the analysis. These findings have clinical implications for early intervention development for both children with and without autism traits.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42902018","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 : 2023-06-01DOI: 10.1177/10538151221097706
Lydia Ocasio-Stoutenburg, Christina Sudduth, Christina Nunez, Jhonelle Bailey, M. Dowling, Rebecca Shearer, Ruby Natale, Michelle Schladant
Very few studies have examined how to culturally and linguistically (CL) adapt professional development (PD) programs in assistive technology (AT) for Latinx teachers serving young children with disabilities. The purposes of this article are (a) to present an iterative design of a CL-adapted PD program, (b) to examine the impact of this program on teachers’ use of AT practices to support young children with disabilities in early childhood classrooms, and (c) to evaluate the usefulness of program adaptations through the lens of bilingual Latinx practitioners. The Ecological Validity Model (EVM) was used as a framework for both the development and assessment of the program’s CL adaptations. Quantitative results indicated significant changes in teachers’ AT use pre- to post-intervention, while qualitative findings revealed the program’s alignment with the language, persons, metaphors, and context dimensions of the EVM. In addition, three themes provided rich descriptions of the program’s responsiveness to practitioners and classrooms. This study supports the CL adaptation of AT interventions as an equitable practice, supporting young children across a range of disabilities, cultures, and contexts while empowering the diverse practitioners who serve them.
{"title":"Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers","authors":"Lydia Ocasio-Stoutenburg, Christina Sudduth, Christina Nunez, Jhonelle Bailey, M. Dowling, Rebecca Shearer, Ruby Natale, Michelle Schladant","doi":"10.1177/10538151221097706","DOIUrl":"https://doi.org/10.1177/10538151221097706","url":null,"abstract":"Very few studies have examined how to culturally and linguistically (CL) adapt professional development (PD) programs in assistive technology (AT) for Latinx teachers serving young children with disabilities. The purposes of this article are (a) to present an iterative design of a CL-adapted PD program, (b) to examine the impact of this program on teachers’ use of AT practices to support young children with disabilities in early childhood classrooms, and (c) to evaluate the usefulness of program adaptations through the lens of bilingual Latinx practitioners. The Ecological Validity Model (EVM) was used as a framework for both the development and assessment of the program’s CL adaptations. Quantitative results indicated significant changes in teachers’ AT use pre- to post-intervention, while qualitative findings revealed the program’s alignment with the language, persons, metaphors, and context dimensions of the EVM. In addition, three themes provided rich descriptions of the program’s responsiveness to practitioners and classrooms. This study supports the CL adaptation of AT interventions as an equitable practice, supporting young children across a range of disabilities, cultures, and contexts while empowering the diverse practitioners who serve them.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"145 - 162"},"PeriodicalIF":1.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44875496","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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