Journal of Early Intervention最新文献

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Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers 辅助技术对拉丁教师的文化响应性专业发展计划的影响

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-06-01 DOI: 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.

很少有研究调查了如何在文化和语言上适应辅助技术(AT)中的专业发展(PD)计划，为为残疾儿童服务的拉丁语教师服务。本文的目的是(a)提出一个适应cl的PD项目的迭代设计，(b)检查该项目对教师使用AT实践来支持幼儿课堂上的残疾儿童的影响，以及(c)通过双语拉丁裔从业者的视角评估项目调整的有用性。生态有效性模型(EVM)被用作开发和评估项目CL适应的框架。定量结果表明，教师在干预前和干预后的翻译使用发生了显著变化，而定性结果显示，该计划与EVM的语言、人物、隐喻和语境维度保持一致。此外，三个主题丰富地描述了项目对从业者和课堂的响应。本研究支持将人工智能干预作为一种公平的实践，支持各种残疾、文化和背景下的幼儿，同时赋予为他们服务的不同从业者权力。

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引用次数: 0

Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation. 视觉支持提高自闭症谱系障碍学龄前儿童在用餐期间的对话参与度：初步调查

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-06-01 Epub Date: 2022-07-17 DOI: 10.1177/10538151221111762

Katherine J Bateman, Sarah Emily Wilson, Ariane Gauvreau, Katherine Matthews, Maggie Gucwa, William Therrien, Rose Nevill, Micah Mazurek

The diversity of children within the preschool classroom is dramatically changing as children with autism spectrum disorder are increasingly included within it. To engage in the benefits of inclusion, social skills are needed. Yet, children with autism commonly experience difficulties in this area. Extant literature indicates that social skills are more successfully acquired when taught through naturalistic and embedded instruction in established routines. A commonly occurring routine in most classroom, home, and community settings is mealtime. The purpose of this study was to investigate the effectiveness of Snack Talk, a visual communication support, for increasing the communication engagement of five preschool children with autism. A reversal design across participants was used to analyze the relation between Snack Talk and conversation engagement. Results from the maintenance probes show that conversation engagement increased across all participants when compared to baseline. Furthermore, a functional relation was established between the teaching phase (baseline and intervention data collection phases) and the maintenance phase. Limitations and directions for further research are also discussed.

随着自闭症谱系障碍儿童越来越多地被纳入学前课堂，学前课堂中儿童的多样性正在发生巨大变化。要想从中受益，需要社交技能。然而，自闭症儿童在这方面通常会遇到困难。现有文献表明，当通过自然主义和既定惯例中的嵌入式教学来教授时，社交技能会更成功地获得。在大多数教室、家庭和社区环境中，用餐时间是一种常见的习惯。本研究的目的是调查Snack Talk（一种视觉交流支持）对提高五名自闭症学龄前儿童的交流参与度的有效性。参与者之间的反向设计被用来分析零食谈话和谈话参与之间的关系。维护调查的结果显示，与基线相比，所有参与者的对话参与度都有所提高。此外，在教学阶段（基线和干预数据收集阶段）和维护阶段之间建立了功能关系。还讨论了进一步研究的局限性和方向。

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引用次数: 0

Parent Coaching in Early Intervention for Autism Spectrum Disorder: A Brief Report. 父母指导在自闭症谱系障碍早期干预中的作用:简要报告。

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-06-01 DOI: 10.1177/10538151221095860

Melanie Pellecchia, David S Mandell, Rinad S Beidas, Carl J Dunst, Liza Tomczuk, Jeannette Newman, Lisa Zeigler, Aubyn C Stahmer

Coaching caregivers of young children on the autism spectrum is a critical component of parent-mediated interventions. Little information is available about how providers implement parent coaching for children on the autism spectrum in publicly funded early intervention systems. This study evaluated providers' use of parent coaching in an early intervention system. Twenty-five early intervention sessions were coded for fidelity to established caregiver coaching techniques. We found low use of coaching techniques overall, with significant variability in use of coaching across providers. When providers did coach caregivers, they used only a few coaching strategies (e.g., collaboration and in-vivo feedback). Results indicate that targeted training and implementation strategies focused on individual coaching components, instead of coaching more broadly, may be needed to improve the use of individual coaching strategies. A focus on strengthening the use of collaboration and in-vivo feedback may be key to improving coaching fidelity overall.

指导幼儿自闭症谱系的照顾者是家长介导干预的一个重要组成部分。关于提供者如何在公共资助的早期干预系统中对自闭症儿童实施家长指导的信息很少。本研究评估了提供者在早期干预系统中使用家长指导的情况。25个早期干预阶段被编码为忠实于已建立的护理人员指导技术。我们发现，总体而言，辅导技术的使用率很低，各提供者在辅导使用方面存在显著差异。当提供者确实指导护理人员时，他们只使用少数指导策略(例如，协作和活体反馈)。结果表明，可能需要有针对性的培训和实施策略，侧重于个别辅导的组成部分，而不是更广泛的辅导，以提高个别辅导策略的使用。注重加强协作和体内反馈的使用可能是提高整体教练忠诚度的关键。

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引用次数: 3

Preschool Language Environments and Social Interactions in an Early Intervention Classroom: A Pilot Study 学前语言环境与早期干预课堂中的社会互动:一项初步研究

4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-05-30 DOI: 10.1177/10538151231176176

Stephanie A. Custode, Jhonelle Bailey, Lei Sun, Lynne Katz, MaryAnne Ullery, Daniel Messinger, Rebecca J. Bulotsky-Shearer, Lynn K. Perry

Preschoolers’ language abilities are associated with their social interactions in early childhood classrooms. Few studies, however, have examined associations between social interactions and objective measures of children’s real-time classroom language environments, information key to informing interventions to support preschool children at risk for language delays. In this pilot study, we examined associations between objective measures of real-time language environments (input and output) recorded via the Language ENvironment Analysis (LENA) system and observations of children’s positive and negative interactions with peers and teachers in an early intervention classroom for children with developmental delays ( n = 9, seven girls). Mixed effects regression models revealed associations between children’s language environments (input and output) and their social interactions with peers and teachers. More talkative children were more likely to have a high number of positive peer interactions. Children who received more language input from teachers were more likely to have a higher number of positive teacher–child interactions, an effect that was stronger for children with the lowest language output. The results of this pilot study build on prior research by using real-time objective measurement to examine how children’s language input from peers and teachers and children’s own language output supports positive interactions within early intervention classrooms.

学龄前儿童的语言能力与他们在幼儿课堂上的社会互动有关。然而，很少有研究调查了社会互动与儿童实时课堂语言环境的客观测量之间的关系，而课堂语言环境是告知干预措施以支持有语言迟缓风险的学龄前儿童的关键信息。在这项初步研究中，我们研究了通过语言环境分析(LENA)系统记录的实时语言环境(输入和输出)的客观测量与在发育迟缓儿童(n = 9,7名女孩)的早期干预教室中观察到的儿童与同龄人和老师的积极和消极互动之间的关联。混合效应回归模型揭示了儿童语言环境(输入和输出)与他们与同伴和老师的社会互动之间的关系。更健谈的孩子更有可能有大量的积极的同伴互动。从老师那里得到更多语言输入的孩子更有可能有更多的积极的师生互动，这种影响对语言输出最少的孩子来说更强。本试点研究的结果建立在先前研究的基础上，通过使用实时客观测量来检验儿童从同伴和老师那里输入的语言和儿童自己的语言输出如何在早期干预课堂中支持积极的互动。

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引用次数: 1

“We’re All Pretty Welcoming”: Inclusion of Children With Disabilities in Library Storytime Programs “我们都很欢迎”：将残疾儿童纳入图书馆故事时间计划

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-05-25 DOI: 10.1177/10538151231176193

Derek T. M. Daskalakes, M. Cahill

Public library storytimes provide rich learning opportunities for young children and their caregivers, yet little is known about how inclusive they are for children with disabilities and developmental delays (CwD/DD). The purpose of this study was to identify and describe ways that librarians support the inclusion of CwD/DD and their caregivers in storytime programs. We conducted semi-structured interviews with 34 librarians who provide storytime programs in public libraries in three states and analyzed them using iterative and inductive coding processes. Findings indicate that librarians are aware of the acute need to support diverse populations within their service communities and are collectively using a wide range of accommodations and strategies to facilitate their inclusion. However, on an individual level, they feel under-equipped to do so. Findings from this study highlight the need for further training and raise important questions regarding the equity of storytime programs for children with invisible disabilities, the potential reduction of diversity within storytime programs, and the potential value of establishing formal avenues of knowledge sharing.

公共图书馆的故事时间为幼儿及其照顾者提供了丰富的学习机会，但人们对这些故事时间对残疾和发育迟缓儿童的包容性知之甚少。本研究的目的是确定和描述图书馆员支持将CwD/DD及其照顾者纳入故事时间计划的方式。我们对34名在三个州的公共图书馆提供故事时间项目的图书馆员进行了半结构化访谈，并使用迭代和归纳编码过程对他们进行了分析。研究结果表明，图书馆员意识到在他们的服务社区内支持不同人群的迫切需要，并集体使用各种各样的住宿和策略来促进他们的融入。然而，在个人层面上，他们觉得自己没有能力这样做。这项研究的结果强调了进一步培训的必要性，并提出了一些重要的问题，包括对隐形残疾儿童的故事时间计划的公平性，故事时间计划中多样性的潜在减少，以及建立正式的知识共享途径的潜在价值。

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引用次数: 1

Virtual Mindfulness Workshops for Parents of Children on the Autism Spectrum 为自闭症儿童家长举办的虚拟正念讲习班

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-05-03 DOI: 10.1177/10538151231169950

Emily L. Curl, L. Hampton

Mindfulness strategies can have a large impact on emotional regulation, emotional intelligence, and interpersonal relationships. Parents of children on the autism spectrum may experience greater stress, depression, and strained interpersonal relationships than those with typically developing children or those with children experiencing other developmental delays. The purpose of the current study was to evaluate the feasibility, acceptability, and initial effects of a virtual Mindful Self-Compassion workshop for parents of children on the autism spectrum and the impact on stress, self-compassion, parenting self-efficacy, and mindfulness. This pilot study used a mixed-method approach to test this hypothesis. Participants completed surveys before and after the brief workshop and participated in a 1-hr focus group within 1 week of completing the surveys. The findings indicate that a short, 3-day virtual workshop may be effective toward improving parents’ mindfulness and self-compassion. Parents reported feeling more mindful in their day-to-day life, more self-compassionate during difficult times, and more patient with themselves and other people in their family. A brief, virtual workshop may be effective for short-term improvements in outcomes for parents of children on the autism spectrum.

正念策略可以对情绪调节、情商和人际关系产生很大影响。自闭症谱系儿童的父母可能会比那些典型发育中的儿童或其他发育迟缓的儿童经历更大的压力、抑郁和紧张的人际关系。本研究的目的是评估为自闭症谱系儿童的父母举办的虚拟正念自我同情研讨会的可行性、可接受性和初步效果，以及对压力、自我同情、育儿自我效能和正念的影响。这项试点研究采用了混合方法来检验这一假设。参与者在简短研讨会前后完成了调查，并在完成调查后1周内参加了一个1小时的焦点小组。研究结果表明，为期3天的短期虚拟研讨会可能对提高父母的正念和自我同情有效。父母报告说，他们在日常生活中感觉更专注，在困难时期更具同情心，对自己和家人更有耐心。一个简短的虚拟研讨会可能会有效地短期改善自闭症谱系儿童的父母的结果。

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引用次数: 0

Dual Schooling for Low-Resource Families: An Exploratory Study From a Positive Deviance Perspective 低资源家庭的双重教育:积极偏差视角下的探索性研究

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-05-03 DOI: 10.1177/10538151231169948

W. Chong, Juliet Tanuwira, N. Nalawala, Shi Ning Wong

Parent education programs are important avenues through which parents of children with developmental delays can learn new skills to help them with child-rearing challenges. However, those in economic hardship often face problems with applying these skills at home where the child’s learning and/or behavioral problems commonly occur. In this exploratory qualitative study, we adopted a positive deviance (PD) lens to explore strategies six economically disadvantaged parents used to support their children who were attending special and mainstream preschools concurrently. The PD perspective was first used in public health research with low-resource communities where a few individuals have been observed to adopt uncommon practices and behaviors that enable them to find better ways to prevent social or health problems than their neighbors facing similar constraints and risks. We identified adaptive parental behaviors, thoughts and feelings that helped them navigate daily hassles faced with “dual schooling” their children in Singapore. The study highlights important implications in the development and refinement of future parent training programs.

父母教育计划是发育迟缓儿童的父母学习新技能以帮助他们应对育儿挑战的重要途径。然而，那些经济困难的人在家里应用这些技能时往往会遇到问题，因为孩子的学习和/或行为问题经常发生。在这项探索性的定性研究中，我们采用了积极偏差（PD）的视角来探索六位经济弱势父母用来支持同时就读特殊和主流幼儿园的孩子的策略。PD视角首次用于低资源社区的公共卫生研究，在这些社区中，观察到少数人采取了不常见的做法和行为，使他们能够找到比面临类似限制和风险的邻居更好的方法来预防社会或健康问题。我们确定了适应性父母的行为、思想和感受，这些行为、思想、感受帮助他们在新加坡应对孩子面临的“双重教育”的日常烦恼。该研究强调了对未来家长培训计划的发展和完善的重要意义。

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引用次数: 0

Parent’s Use of Naturalistic Instruction Upon Receiving Technology-Enhanced Performance-Based Feedback 家长在收到技术增强的基于绩效的反馈后使用自然主义教学

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-05-03 DOI: 10.1177/10538151231169951

C. Coogle, Emil Majetich, Sloan O. Storie, C. B. Wade

We used a multiple baseline across strategies design to determine the effect of technology-enhanced performance-based feedback on parent’s use of preventive strategies to address children’s challenging behaviors for two parent–child dyads. A father, mother, and each of their young children participated. We also measured associated child outcomes and parent’s perceptions of the technology-enhanced performance-based feedback intervention. We observed a functional relation between our intervention and parent practice. Although variable, desired child behaviors increased, and challenging behaviors decreased. Finally, parents indicated that they perceived the intervention to be socially valid.

我们使用多基线跨策略设计来确定技术增强的基于绩效的反馈对父母使用预防策略来解决父母-孩子二人组中儿童的挑战性行为的影响。一位父亲、母亲和他们每个年幼的孩子都参加了。我们还测量了相关的儿童结果和父母对技术增强的基于绩效的反馈干预的看法。我们观察到我们的干预和家长实践之间存在功能关系。尽管变化很大，但孩子想要的行为增加了，挑战性行为减少了。最后，家长们表示，他们认为这种干预措施在社会上是有效的。

引用次数: 0

Parents’ Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis 父母在早期干预与幼儿特殊教育服务中的经验:一个质的元合成

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-04-18 DOI: 10.1177/10538151231164902

Ruby Batz, A. Yadav

Existing literature documents the importance and difficulty of serving families under a family-centered approach in Early Intervention/Early Childhood Special Education (EI/ECSE). However, less is known about the collective systematic experiences of those families. Through a qualitative metasynthesis of 15 empirical studies, we unveiled how EI/ECSE systems reproduced and/or reduced inequitable practices and that the promise of a family-centered approach is not experienced by all families and children. At a macro-level, a series of structural (e.g., racism, ableism) and social (e.g., access to various capital) factors shaped access to and the quality of services. At a micro-level, a series of facilitators (e.g., parents as experts) and barriers (e.g., disrespectful interactions) shaped everyday access to services and opportunities for meaningful collaboration between parents and service providers. Current gaps in the literature, implications for policy and practice, and recommendations for future research are addressed.

现有文献记录了以家庭为中心的方法在早期干预/幼儿特殊教育(EI/ECSE)中服务家庭的重要性和困难。然而，人们对这些家庭的集体系统经历知之甚少。通过对15项实证研究的定性综合，我们揭示了EI/ECSE系统如何再现和/或减少不公平的做法，以及并非所有家庭和儿童都能体验到以家庭为中心的方法的承诺。在宏观层面上，一系列结构因素(如种族主义、残疾歧视)和社会因素(如获得各种资本)决定了服务的获得和质量。在微观层面上，一系列促进因素(如作为专家的父母)和障碍因素(如不尊重的互动)塑造了每天获得服务的途径以及父母和服务提供者之间进行有意义合作的机会。目前的差距在文献，影响政策和实践，并建议未来的研究。

引用次数: 0

Trauma-Informed Care: The Professional Development Needs of Early Childhood Special Education Teachers 创伤知情护理：幼儿特殊教育教师的专业发展需求

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-04-17 DOI: 10.1177/10538151231164898

Mia Chudzik, Catherine Corr, Kim W. Fisher

It has been well documented that experiencing trauma impacts all aspects of child development. Young children experience trauma at high rates, and children with disabilities are at an increased risk of experiencing trauma. One way to mitigate the effects of trauma is through the implementation of trauma-informed care, which requires a well-trained workforce. Yet, to date, minimal research has been conducted about the professional development needs of early childhood special education (ECSE) teachers related to trauma. The purpose of this qualitative study was to understand ECSE teachers’ professional development needs related to trauma and trauma-informed care. Eighteen ECSE teachers participated in interviews. Results indicate that while ECSE teachers are familiar with the basics of trauma-informed care, more training is needed, specifically in the areas of working with families, implementing trauma-informed classroom strategies, and supporting children with disabilities who have experienced trauma.

有充分的证据表明，经历创伤会影响儿童发展的各个方面。幼儿遭受创伤的比率很高，残疾儿童遭受创伤的风险增加。减轻创伤影响的一种方法是实施创伤知情护理，这需要训练有素的劳动力。然而，到目前为止，关于幼儿特殊教育（ECSE）教师与创伤相关的专业发展需求的研究很少。本定性研究的目的是了解ECSE教师在创伤和创伤知情护理方面的专业发展需求。18名欧洲教育中心教师参加了访谈。结果表明，虽然欧洲创伤教育中心的教师熟悉创伤知情护理的基本知识，但还需要更多的培训，特别是在与家庭合作、实施创伤知情课堂策略以及支持经历过创伤的残疾儿童等领域。

引用次数: 1

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