Journal of Early Intervention最新文献

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A Review of the Literature: Distance Coaching in Early Childhood Settings 文献综述：幼儿环境下的远程辅导

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-23 DOI: 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.

辅导正在成为幼儿环境中常见的专业发展支持。有效的远程辅导可以为无法获得体内辅导（如农村项目）的从业者提供更有效或更具成本效益的辅导方法和机会。为了确定目前远程辅导的证据基础，对文献进行了彻底的检索，以确定通过远程方法指导从业者的实验研究。确定了27项研究，并对参与者、干预和设计变量进行了编码。结果包括如何进行观察（如视频直播和视频录制）、如何提供反馈（如视频会议、电子邮件和文本）、参与远程辅导的教练和教练的特点、审查中研究的严谨性以及远程辅导的结果。讨论了有效远程辅导的未来研究方向。

引用次数: 1

Professional Development and Use of Evidence-Based Practice in Autism Early Intervention 自闭症早期干预中循证实践的专业发展与应用

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-20 DOI: 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.

我们调查了澳大利亚自闭症早期干预服务提供者的经历，包括他们在工作中获得的专业发展，以及他们如何将研究证据转化为实践。对来自三个地点的15名提供者进行了半结构化访谈。参与者描述了辅助专业人员在早期干预服务中的关键作用，并指出，在多学科团队中，联合卫生专业人员和教师是选择干预实践和提高辅助专业人员技能的人。此外，参与者报告使用了有研究证据支持的实践，但也使用了一些新出现的和未得到支持的实践。根据中心每天面临的挑战，对无支持实践的使用进行了审查。研究结果可能会为自闭症谱系儿童早期干预服务的进一步专业发展提供信息，以支持这一人群取得最佳结果。研究结果强调了实时进行的嵌入工作的动手专业发展的潜在需求。

引用次数: 0

Small-Group Emergent Literacy Intervention Dosage in Preschool: Patterns and Predictors 学龄前小群体紧急识字干预剂量：模式和预测因素

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-15 DOI: 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.

干预剂量是实现预期影响的基础，但往往是可变的，特别是在实际条件下实施干预时。在本研究中，我们检测了在真实的课堂环境中，被确定有阅读困难风险的学龄前儿童(n = 154)所经历的小组紧急读写干预的剂量。我们记录了相当大的剂量变化，这主要是由于教师何时停止提供课程。根据现有文献和生态取向，我们发现教师因素(即教师对教学语言和素养的自我效能感、教师对课程可接受性的感知、平均小团体规模)和课堂因素(即课堂教师对决策的自我效能感)对儿童的干预剂量有显著影响，而儿童因素对干预剂量没有显著影响。此外，大多数差异可归因于小团体/教师之间的差异，而不是儿童之间的个体差异。我们讨论了对学前教师、管理人员、研究人员和干预开发者寻求更好地支持成功的小团体干预实施的启示。

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引用次数: 0

Perspectives on How to Implement Developmental Screening and Intervention for Children With Sickle Cell Disease 如何实施镰状细胞病儿童发育筛查和干预的观点

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-15 DOI: 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.

背景:镰状细胞病(SCD)是一种遗传性血液疾病，儿童发育迟缓的风险增加，但通常不进行早期干预(EI)。本研究旨在了解为SCD儿童筛查和提供情商服务的必要性、可接受性和可行性。方法:11名3 ~ 5岁SCD患儿的EI伙伴和8名照顾者完成半结构化访谈和简短问卷调查。结果:访谈和调查中出现了三个主要主题:(a)对差异的认识和照顾者对儿童发展的适度了解，(b)对EI筛查的高接受度，以及(c)对伙伴教育的需求，以增加潜在计划的购买和可行性。结论:合作伙伴明确需要对SCD儿童进行EI筛查和转诊，并指出未来的项目是可以接受和可行的。然而，需要教育和激励措施来鼓励提供者改变目前的实践模式。

引用次数: 0

Parents’ Experiences Transitioning From Early Intervention Services to School Services 家长从早期干预服务过渡到学校服务的经验

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-13 DOI: 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.

早期干预(EI)为婴幼儿的发展需求提供了必要的支持，并帮助家庭了解如何满足孩子的需求。然而，在3岁时，这些服务不再提供，家庭被要求过渡到学校服务。迄今为止，关于家庭对孩子从EI过渡到学校服务的看法的研究有限。为了解决文献中的这一空白，对14名家长进行了一项半结构化访谈的定性研究。该研究考察了从EI到学校服务的过渡过程。研究结果表明，父母对情商有积极的体验，尤其是对情商团队。值得注意的是，参与者表示，在从EI服务过渡到学校服务的过程中，他们感到压力增加，并依靠EI和学校专业人员在个性化教育计划(IEP)过程中以最小的投入来获得服务。讨论了对研究和实践的启示。

引用次数: 1

Parents’ Perspectives of Center-Based Early Intervention Services for Deaf/Hard of Hearing Children 基于中心的聋哑儿童早期干预服务的家长视角

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-06 DOI: 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.

新确定为聋人或重听（DHH）的儿童的父母面临着许多关于沟通和干预的决定，包括在哪里接受早期干预（EI）服务。本研究探讨了DHH儿童的父母在加利福尼亚州参加一个以中心为基础、以家庭为中心的旨在发展听力和口语的EI项目的经历和观点。17个家庭参加了半年一次的焦点小组，遵循半结构化的访谈协议，重点关注父母的决策和接受中心服务的经历。定性专题分析用于编码重点小组的转录本。这些数据围绕三个主要主题结合在一起：（a）对技术和通信决策的各种影响，（b）基于中心的服务的价值，以及（c）赋权感和倡导动力。护理人员在识别后的头几年里，特别重视与其他DHH儿童家庭的联系，以及中心EI提供者的专业知识。

引用次数: 0

Speech-Language Pathologists' Self-Reported Language Input and Recommendations During Early Intervention. 言语病理学家自我报告的语言输入及早期干预建议

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-01 Epub Date: 2022-04-08 DOI: 10.1177/10538151221086512

Nell Maltman, Emily Lorang, Courtney Venker, Audra Sterling

This study examined the extent to which early intervention (EI) speech-language pathologists (SLPs) use and recommend language input strategies for caregivers of children with language delays and the child factors associated with these decisions. Participants included 213 SLPs who completed an online survey. Wilcoxon signed-rank tests, Friedman's analyses of variance, and Spearman correlations were used to determine the extent to which EI SLPs used and recommended language input, child factors that influenced recommendations and input, and relationships between SLPs' self-reported strategies and recommendations to caregivers. EI SLPs reported recommending expanding on child utterances more than other strategies. EI SLPs reported using grammatical input more than telegraphic input and recommended grammatical phrases as children made gains in spoken language. Language strategies used by SLPs inconsistently aligned with their recommendations to caregivers. Results underscore the importance of evaluating recommendations to caregivers in the context of EI.

本研究调查了早期干预（EI）言语语言病理学家（SLP）为语言延迟儿童的照顾者使用和推荐语言输入策略的程度，以及与这些决定相关的儿童因素。参与者包括213名SLP，他们完成了一项在线调查。使用Wilcoxon符号秩检验、Friedman方差分析和Spearman相关性来确定EI SLP使用和推荐语言输入的程度、影响推荐和输入的儿童因素，以及SLP自我报告策略和向照顾者推荐之间的关系。EI SLP报告称，与其他策略相比，他们更建议扩大儿童话语。EI SLP报告称，随着孩子们在口语方面的进步，他们更多地使用语法输入而不是电报输入，并推荐语法短语。SLP使用的语言策略与他们对护理人员的建议不一致。研究结果强调了在EI背景下评估对护理人员的建议的重要性。

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引用次数: 0

Toddlers at Elevated Likelihood for Autism: Exploring Sensory and Language Treatment Predictors. 自闭症高发幼儿：探索感官和语言治疗的预测因素。

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-01 Epub Date: 2022-02-04 DOI: 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.

儿童的基线特征可预测自闭症（EL-ASD）儿童的治疗效果。关于儿童感官和语言特点对治疗效果的影响，目前所知甚少。研究人员将参与者随机分配到以家长为中介的干预或控制条件中。分析探讨了儿童感官和语言特征基线与大约 9 个月的 ASD 症状变化之间的关系。仅在治疗组中，较高的基线感官低反应性与较少的社会交流（SC）改善有明显关系。在治疗组和对照组中，基线非典型发声较多与社交沟通改善较少有明显关系。这项研究提供了一个初步框架，以鼓励为 EL-ASD 儿童量身定制干预措施，表明感官反应性和非典型发声可能是治疗计划中需要考虑的有用行为。

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引用次数: 0

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 父母压力、儿童社会功能和C部分:少数种族和族裔群体中有或有发展迟缓高风险儿童的主要低收入家庭的早期干预

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-03-01 DOI: 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.

在这项研究中，对227个15至27个月大儿童的种族和种族多样的低收入家庭的儿童社会功能、养育压力和C部分早期干预（EI）入学之间的关系进行了调查。通过初级保健的普遍筛查，样本中的所有幼儿都被确定为发育迟缓或发育迟缓的高危人群；在研究数据收集时，41.4%的人参加了EI，83.3%的人最终在3岁前参加了EI。广义线性混合模型结果表明，EI入学与父母压力之间没有直接关系，但在儿童社会功能和育儿压力之间发现了显著的负相关（β=-0.61，p=0.005），这是由EI登记调节的（p<.001）。这表明，对于历史上服务不足的社区中有发育迟缓风险的儿童家庭，及时转诊和获得EI的潜在好处。此外，探索性双变量分析表明，临床上父母压力的增加与对孩子发展的更高担忧和更高的M-CHAT-R/F分数有关；EI入学与父母不在家外工作、父母和孩子年龄较大以及儿童社会功能水平较低有关。

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引用次数: 1

Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic 研究新冠肺炎大流行期间早产儿童的远程学习体验

IF 1.4 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention

Pub Date : 2023-01-03 DOI: 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.

本研究探讨了极早产儿(VPT)的远程学习活动;胎龄≤30周)，与足月出生的儿童(FT;胎龄≥37周)，在COVID-19大流行期间。5- 6岁出生的VPT儿童(n = 33)和FT儿童(n = 33)的父母报告了教师提供的现场教学、教材和作业的提供、频率和持续时间;还有家长提供的教育材料。与FT儿童相比，VPT儿童接受小团体教学的比例更高，接受大团体教学的比例更低。与FT儿童相比，VPT出生的学龄前儿童使用家长提供的学习应用程序、教育视频和阅读活动的频率较低，持续时间较短。研究结果表明，虽然教师通常对出生在VPT和FT的孩子实施类似的远程学习，但父母却没有。残疾儿童出生时面临教育问题的风险较高，可能受益于更密集的学校和家庭教育干预措施，以帮助抵消学校关闭的影响。

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引用次数: 1

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