Pub Date : 2023-03-23DOI: 10.1177/10538151231159639
R. McLeod, J. Hardy, Kameron C. Carden
Coaching is becoming a common professional development support in early childhood settings. Effective distance coaching may provide more efficient or cost-effective methods of coaching and opportunities for practitioners unable to access in vivo coaching (e.g., rural programs). To determine the current evidence-base for distance coaching, a thorough search of the literature was conducted to identify experimental studies of coaching practitioners via distance methods. Twenty-seven studies were identified and coded for participant, intervention, and design variables. Results include information on how observations were conducted (e.g., video live and video recorded), how feedback was provided (e.g., video conferencing, email, and text), the characteristics of coaches and coaches participating in distance coaching, the rigor of studies included in the review, and the outcomes of distance coaching. Future directions for research on effective distance coaching are discussed.
{"title":"A Review of the Literature: Distance Coaching in Early Childhood Settings","authors":"R. McLeod, J. Hardy, Kameron C. Carden","doi":"10.1177/10538151231159639","DOIUrl":"https://doi.org/10.1177/10538151231159639","url":null,"abstract":"Coaching is becoming a common professional development support in early childhood settings. Effective distance coaching may provide more efficient or cost-effective methods of coaching and opportunities for practitioners unable to access in vivo coaching (e.g., rural programs). To determine the current evidence-base for distance coaching, a thorough search of the literature was conducted to identify experimental studies of coaching practitioners via distance methods. Twenty-seven studies were identified and coded for participant, intervention, and design variables. Results include information on how observations were conducted (e.g., video live and video recorded), how feedback was provided (e.g., video conferencing, email, and text), the characteristics of coaches and coaches participating in distance coaching, the rigor of studies included in the review, and the outcomes of distance coaching. Future directions for research on effective distance coaching are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48582338","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 : 2023-03-20DOI: 10.1177/10538151231159638
Sarah Luskin-Saxby, M. Zimmer‐Gembeck, R. Sulek, Jessica Paynter
We investigated the experiences of Australian autism early intervention service providers, including the professional development they receive on the job and how they translate research evidence into their practice. Semi-structured interviews were conducted with 15 providers drawn from three locations. Participants described the crucial role of paraprofessionals in early intervention services, and indicated that, within multidisciplinary teams, allied health professionals, and teachers are the ones who select intervention practices and upskill paraprofessionals. Furthermore, participants reported using practices supported by research evidence, but also some emerging and unsupported practices. The use of unsupported practices is examined in light of the daily challenges faced by centers. Results may inform further professional development in early intervention services for children on the autism spectrum, to support the best possible outcomes for this population. The findings highlight the potential need for job-embedded hands-on professional development conducted in real time.
{"title":"Professional Development and Use of Evidence-Based Practice in Autism Early Intervention","authors":"Sarah Luskin-Saxby, M. Zimmer‐Gembeck, R. Sulek, Jessica Paynter","doi":"10.1177/10538151231159638","DOIUrl":"https://doi.org/10.1177/10538151231159638","url":null,"abstract":"We investigated the experiences of Australian autism early intervention service providers, including the professional development they receive on the job and how they translate research evidence into their practice. Semi-structured interviews were conducted with 15 providers drawn from three locations. Participants described the crucial role of paraprofessionals in early intervention services, and indicated that, within multidisciplinary teams, allied health professionals, and teachers are the ones who select intervention practices and upskill paraprofessionals. Furthermore, participants reported using practices supported by research evidence, but also some emerging and unsupported practices. The use of unsupported practices is examined in light of the daily challenges faced by centers. Results may inform further professional development in early intervention services for children on the autism spectrum, to support the best possible outcomes for this population. The findings highlight the potential need for job-embedded hands-on professional development conducted in real time.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47624767","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 : 2023-03-15DOI: 10.1177/10538151231155411
Shayne B. Piasta, Alida K. Hudson, Robin C. Sayers, Jessica A. R. Logan, Kandia Lewis, Cynthia M. Zettler-Greeley, Laura L. Bailet
Intervention dosage is foundational to realizing intended impacts but is often variable, particularly when interventions are implemented under real-world conditions. In this study, we examined dosage of small-group emergent literacy intervention experienced by preschool children ( n = 154) identified as at risk for later reading difficulties in authentic classroom settings. We documented considerable variability in dosage that was largely due to when instructors stopped offering lessons. Drawing from extant literature and an ecological orientation, we found that instructor factors (i.e., instructor self-efficacy for teaching language and literacy, instructor perception of lesson acceptability, average small-group size) and classroom factors (i.e., classroom teachers’ self-efficacy for decision-making), but not child factors, significantly predicted children’s intervention dosage. Moreover, most variance could be attributed to differences between small groups/instructors rather than individual differences among children. We discuss implications for preschool teachers, administrators, researchers, and intervention developers seeking to better support successful small-group intervention implementation.
{"title":"Small-Group Emergent Literacy Intervention Dosage in Preschool: Patterns and Predictors","authors":"Shayne B. Piasta, Alida K. Hudson, Robin C. Sayers, Jessica A. R. Logan, Kandia Lewis, Cynthia M. Zettler-Greeley, Laura L. Bailet","doi":"10.1177/10538151231155411","DOIUrl":"https://doi.org/10.1177/10538151231155411","url":null,"abstract":"Intervention dosage is foundational to realizing intended impacts but is often variable, particularly when interventions are implemented under real-world conditions. In this study, we examined dosage of small-group emergent literacy intervention experienced by preschool children ( n = 154) identified as at risk for later reading difficulties in authentic classroom settings. We documented considerable variability in dosage that was largely due to when instructors stopped offering lessons. Drawing from extant literature and an ecological orientation, we found that instructor factors (i.e., instructor self-efficacy for teaching language and literacy, instructor perception of lesson acceptability, average small-group size) and classroom factors (i.e., classroom teachers’ self-efficacy for decision-making), but not child factors, significantly predicted children’s intervention dosage. Moreover, most variance could be attributed to differences between small groups/instructors rather than individual differences among children. We discuss implications for preschool teachers, administrators, researchers, and intervention developers seeking to better support successful small-group intervention implementation.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45353558","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 : 2023-03-15DOI: 10.1177/10538151231159637
Catherine R. Hoyt, Jeni Erickson, Lingzi Luo, Taniya E. Varughese, Tara Han, A. Housten, A. King
Background: Children with sickle cell disease (SCD), a genetic blood disorder, are at increased risk of developmental delays but are not routinely referred to Early Intervention (EI). The study aimed to understand the need for and acceptability and feasibility of screening and providing EI services to children with SCD. Methods: Eleven EI partners and eight caregivers of children aged 3 to 5 years with SCD completed semi-structured interviews and short surveys. Results: Three main themes emerged from interviews and surveys: (a) awareness of disparities and moderate caregiver knowledge of child development, (b) high acceptability of screening for EI, and (c) the need for partner education to increase buy-in and feasibility of potential programming. Conclusion: Partners identified a clear need for EI screening and referral for children with SCD and indicated that a future program would be acceptable and feasible. However, education and incentives are needed to encourage providers to change current practice patterns.
{"title":"Perspectives on How to Implement Developmental Screening and Intervention for Children With Sickle Cell Disease","authors":"Catherine R. Hoyt, Jeni Erickson, Lingzi Luo, Taniya E. Varughese, Tara Han, A. Housten, A. King","doi":"10.1177/10538151231159637","DOIUrl":"https://doi.org/10.1177/10538151231159637","url":null,"abstract":"Background: Children with sickle cell disease (SCD), a genetic blood disorder, are at increased risk of developmental delays but are not routinely referred to Early Intervention (EI). The study aimed to understand the need for and acceptability and feasibility of screening and providing EI services to children with SCD. Methods: Eleven EI partners and eight caregivers of children aged 3 to 5 years with SCD completed semi-structured interviews and short surveys. Results: Three main themes emerged from interviews and surveys: (a) awareness of disparities and moderate caregiver knowledge of child development, (b) high acceptability of screening for EI, and (c) the need for partner education to increase buy-in and feasibility of potential programming. Conclusion: Partners identified a clear need for EI screening and referral for children with SCD and indicated that a future program would be acceptable and feasible. However, education and incentives are needed to encourage providers to change current practice patterns.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42255815","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 : 2023-03-13DOI: 10.1177/10538151231159634
Kristina Rios, Molly K. Buren
Early intervention (EI) provides requisite support to address the developmental needs of infants and toddlers and assists families in understanding how to meet their child’s needs. However, at age 3, those services are no longer offered and families are required to transition to school services. To date, there are limited studies about families’ perceptions of their child transitioning from EI to school services. To address this gap in the literature, a qualitative study, with semi-structured interviews, was conducted with 14 parents. The study examined the transition process from EI to school services. The findings suggest that parents had positive experiences in EI, particularly with the EI team. Notably, participants expressed feeling elevated levels of stress during the transition from EI services to school services and relied on EI and school professionals to secure services with minimal input in the Individualized Education Program (IEP) process. Implications for research and practice are discussed.
{"title":"Parents’ Experiences Transitioning From Early Intervention Services to School Services","authors":"Kristina Rios, Molly K. Buren","doi":"10.1177/10538151231159634","DOIUrl":"https://doi.org/10.1177/10538151231159634","url":null,"abstract":"Early intervention (EI) provides requisite support to address the developmental needs of infants and toddlers and assists families in understanding how to meet their child’s needs. However, at age 3, those services are no longer offered and families are required to transition to school services. To date, there are limited studies about families’ perceptions of their child transitioning from EI to school services. To address this gap in the literature, a qualitative study, with semi-structured interviews, was conducted with 14 parents. The study examined the transition process from EI to school services. The findings suggest that parents had positive experiences in EI, particularly with the EI team. Notably, participants expressed feeling elevated levels of stress during the transition from EI services to school services and relied on EI and school professionals to secure services with minimal input in the Individualized Education Program (IEP) process. Implications for research and practice are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42495137","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 : 2023-03-06DOI: 10.1177/10538151231155409
Ronda Rufsvold, Elaine R. Smolen, Maria C. Hartman, Lauren Fleming
Parents of children who are newly identified as deaf or hard of hearing (DHH) face many decisions surrounding communication and intervention, including where to receive early intervention (EI) services. This study explored the experiences and perspectives of parents of DHH children enrolled in a center-based, family-centered EI program focused on developing listening and spoken language in California. Seventeen families participated in biannual focus groups following a semi-structured interview protocol that focused on parental decision-making and experiences receiving center-based services. Qualitative thematic analysis was used to code transcripts of the focus groups. The data coalesced around three main themes: (a) a variety of influences on technology and communication decisions, (b) the value of center-based services, and (c) a sense of empowerment and drive for advocacy. Caregivers particularly valued connections to other families of DHH children and the expertise of center-based EI providers as they navigated the first few years following identification.
{"title":"Parents’ Perspectives of Center-Based Early Intervention Services for Deaf/Hard of Hearing Children","authors":"Ronda Rufsvold, Elaine R. Smolen, Maria C. Hartman, Lauren Fleming","doi":"10.1177/10538151231155409","DOIUrl":"https://doi.org/10.1177/10538151231155409","url":null,"abstract":"Parents of children who are newly identified as deaf or hard of hearing (DHH) face many decisions surrounding communication and intervention, including where to receive early intervention (EI) services. This study explored the experiences and perspectives of parents of DHH children enrolled in a center-based, family-centered EI program focused on developing listening and spoken language in California. Seventeen families participated in biannual focus groups following a semi-structured interview protocol that focused on parental decision-making and experiences receiving center-based services. Qualitative thematic analysis was used to code transcripts of the focus groups. The data coalesced around three main themes: (a) a variety of influences on technology and communication decisions, (b) the value of center-based services, and (c) a sense of empowerment and drive for advocacy. Caregivers particularly valued connections to other families of DHH children and the expertise of center-based EI providers as they navigated the first few years following identification.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46498067","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 : 2023-03-01Epub Date: 2022-02-04DOI: 10.1177/10538151211067227
Alapika Jatkar, Dunia Garrido, Shuting Zheng, Greyson Silverman, Heba Elsayed, Paige Huguely Davis, Helen Lee, Elizabeth R Crais, John Sideris, Lauren Turner-Brown, Grace T Baranek, Linda R Watson, Rebecca Grzadzinski
Baseline child characteristics may predict treatment outcomes in children with or at elevated likelihood of developing autism (EL-ASD). Little is known about the role of child sensory and language features on treatment outcome. Participants were randomly assigned to a parent-mediated intervention or control condition. Analyses explored the relationship between baseline child sensory and language characteristics and changes in ASD symptoms over approximately 9 months. Higher baseline sensory hyporeactivity was significantly related to less improvement in social communication (SC) for the treatment group only. More baseline atypical vocalizations were significantly related to less improvement on SC across treatment and control groups. This work provides an initial framework to encourage the tailoring of interventions for EL-ASD children, suggesting sensory reactivity and atypical vocalizations may be useful behaviors to consider in treatment planning.
{"title":"Toddlers at Elevated Likelihood for Autism: Exploring Sensory and Language Treatment Predictors.","authors":"Alapika Jatkar, Dunia Garrido, Shuting Zheng, Greyson Silverman, Heba Elsayed, Paige Huguely Davis, Helen Lee, Elizabeth R Crais, John Sideris, Lauren Turner-Brown, Grace T Baranek, Linda R Watson, Rebecca Grzadzinski","doi":"10.1177/10538151211067227","DOIUrl":"10.1177/10538151211067227","url":null,"abstract":"<p><p>Baseline child characteristics may predict treatment outcomes in children with or at elevated likelihood of developing autism (EL-ASD). Little is known about the role of child sensory and language features on treatment outcome. Participants were randomly assigned to a parent-mediated intervention or control condition. Analyses explored the relationship between baseline child sensory and language characteristics and changes in ASD symptoms over approximately 9 months. Higher baseline sensory hyporeactivity was significantly related to less improvement in social communication (SC) for the treatment group only. More baseline atypical vocalizations were significantly related to less improvement on SC across treatment and control groups. This work provides an initial framework to encourage the tailoring of interventions for EL-ASD children, suggesting sensory reactivity and atypical vocalizations may be useful behaviors to consider in treatment planning.</p>","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"39-62"},"PeriodicalIF":1.4,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10038203/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9567344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/10538151231155406
Jocelyn Kuhn, Emily J. Hickey, Olivia J. Lindly, Michelle L. Stransky, Marisa Masaro, G. Patts, H. Cabral, Morgan K. Crossman, M. Augustyn, Emily Feinberg, Sarabeth Broder-Fingert
In this study, the relationships between child social functioning, parenting stress, and Part C Early Intervention (EI) enrollment were examined in 227 ethnically and racially diverse, low-income families of 15- to 27-month-old children. All toddlers in the sample were identified with or at high risk for developmental delay via universal screening in primary care; 41.4% were enrolled in EI at the time of study data collection and 83.3% ultimately enrolled in EI before turning 3 years old. Generalized linear mixed model results indicated no direct relationship between EI enrollment and parenting stress, but a significant inverse association was found between child social functioning and parenting stress (β = −0.61, p = .005) that was moderated by EI enrollment ( p < .001). This suggests potential benefits of timely referral and access to EI for families of children at risk of developmental delay in historically underserved communities. Furthermore, exploratory bivariate analyses indicated that clinically elevated parenting stress related to higher worry about the child’s development and higher M-CHAT-R/F scores; EI enrollment was related to parents not working outside the home, older age of both parent and child, and lower child social functioning level.
{"title":"Parenting Stress, Child Social Functioning, and Part C Early Intervention in Predominantly Low-Income Families of Children With or at High Risk for Developmental Delay From Minoritized Racial and Ethnic Groups","authors":"Jocelyn Kuhn, Emily J. Hickey, Olivia J. Lindly, Michelle L. Stransky, Marisa Masaro, G. Patts, H. Cabral, Morgan K. Crossman, M. Augustyn, Emily Feinberg, Sarabeth Broder-Fingert","doi":"10.1177/10538151231155406","DOIUrl":"https://doi.org/10.1177/10538151231155406","url":null,"abstract":"In this study, the relationships between child social functioning, parenting stress, and Part C Early Intervention (EI) enrollment were examined in 227 ethnically and racially diverse, low-income families of 15- to 27-month-old children. All toddlers in the sample were identified with or at high risk for developmental delay via universal screening in primary care; 41.4% were enrolled in EI at the time of study data collection and 83.3% ultimately enrolled in EI before turning 3 years old. Generalized linear mixed model results indicated no direct relationship between EI enrollment and parenting stress, but a significant inverse association was found between child social functioning and parenting stress (β = −0.61, p = .005) that was moderated by EI enrollment ( p < .001). This suggests potential benefits of timely referral and access to EI for families of children at risk of developmental delay in historically underserved communities. Furthermore, exploratory bivariate analyses indicated that clinically elevated parenting stress related to higher worry about the child’s development and higher M-CHAT-R/F scores; EI enrollment was related to parents not working outside the home, older age of both parent and child, and lower child social functioning level.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46512741","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 : 2023-01-03DOI: 10.1177/10538151221142795
Daphne M. Vrantsidis, Tim C. Horn, Rebekah Benkart, Tyler A Busch, Kerry E. Orton, M. L. Neel, N. Maitre, H. Taylor
This study examined the remote learning activities children born very preterm (VPT; gestational age ≤ 30 weeks) received, compared with children born full term (FT; gestational age ≥ 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT (n = 33) and FT (n = 33) reported on the provision, frequency, and duration of teacher-provided live instruction, educational materials, and homework; and parent-provided educational materials. More kindergarten children born VPT received small group instruction and fewer received large group instruction than FT children. Preschoolers born VPT engaged in parent-provided learning apps, educational videos, and reading activities less frequently or for shorter durations than FT children. Findings suggest that while teachers generally implemented remote learning similarly for children born VPT and FT, parents did not. Children born VPT are at higher risk for educational problems and may benefit from more intensive school- and home-based educational interventions to help offset the impact of school closures.
{"title":"Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic","authors":"Daphne M. Vrantsidis, Tim C. Horn, Rebekah Benkart, Tyler A Busch, Kerry E. Orton, M. L. Neel, N. Maitre, H. Taylor","doi":"10.1177/10538151221142795","DOIUrl":"https://doi.org/10.1177/10538151221142795","url":null,"abstract":"This study examined the remote learning activities children born very preterm (VPT; gestational age ≤ 30 weeks) received, compared with children born full term (FT; gestational age ≥ 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT (n = 33) and FT (n = 33) reported on the provision, frequency, and duration of teacher-provided live instruction, educational materials, and homework; and parent-provided educational materials. More kindergarten children born VPT received small group instruction and fewer received large group instruction than FT children. Preschoolers born VPT engaged in parent-provided learning apps, educational videos, and reading activities less frequently or for shorter durations than FT children. Findings suggest that while teachers generally implemented remote learning similarly for children born VPT and FT, parents did not. Children born VPT are at higher risk for educational problems and may benefit from more intensive school- and home-based educational interventions to help offset the impact of school closures.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44848272","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 : 2022-12-24DOI: 10.1177/10538151221140322
Angel Fettig, C. Zulauf-McCurdy, Gounah Choi, Mischa McManus
The COVID-19 pandemic has resulted in a worldwide disruption of education service systems. A significant gap has emerged in understanding the impact of these changes to both educational services and child development. The current qualitative study presents interviews with early childhood educators and parents to capture their experiences with educational service delivery for young children with disabilities during the pandemic. The study included nine early childhood educators and nine parents with children between the ages of 3 and 6 who received preschool special education services during the pandemic. Themes that emerged from the interviews include changes to the modality and intensity of services, barriers and challenges related to service delivery, and benefits resulting from shifts to educational services. All findings will be discussed with an eye toward informing future practice related to family-centered services.
{"title":"Qualitative Investigation of Educator and Parent Experiences of Education Services During COVID-19","authors":"Angel Fettig, C. Zulauf-McCurdy, Gounah Choi, Mischa McManus","doi":"10.1177/10538151221140322","DOIUrl":"https://doi.org/10.1177/10538151221140322","url":null,"abstract":"The COVID-19 pandemic has resulted in a worldwide disruption of education service systems. A significant gap has emerged in understanding the impact of these changes to both educational services and child development. The current qualitative study presents interviews with early childhood educators and parents to capture their experiences with educational service delivery for young children with disabilities during the pandemic. The study included nine early childhood educators and nine parents with children between the ages of 3 and 6 who received preschool special education services during the pandemic. Themes that emerged from the interviews include changes to the modality and intensity of services, barriers and challenges related to service delivery, and benefits resulting from shifts to educational services. All findings will be discussed with an eye toward informing future practice related to family-centered services.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43691456","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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