Pub Date : 2022-09-01Epub Date: 2021-06-18DOI: 10.1177/10538151211025210
Brittany Grey, Elizabeth K Deutchki, Emily A Lund, Krystal L Werfel
This study compared preschool spoken language outcomes for children with hearing loss who met Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as to compare outcomes for those who met current EHDI guidelines to those who met earlier benchmarks. Finally, the predictive role of meeting each component of the guidelines was evaluated relative to language outcomes. Children who met the EHDI guidelines had higher language scores than those who did not; however, there was no difference between children who met the current guidelines and those who met the earlier benchmarks. Entering early intervention by six months of age was the only unique predictor of spoken language outcomes. The findings suggest that EHDI programs should target increasing the number of children with hearing loss who meet the current 1-3-6 benchmarks with a particular focus on enrollment in early intervention by six months.
{"title":"Impact of Meeting Early Hearing Detection and Intervention Benchmarks on Spoken Language.","authors":"Brittany Grey, Elizabeth K Deutchki, Emily A Lund, Krystal L Werfel","doi":"10.1177/10538151211025210","DOIUrl":"https://doi.org/10.1177/10538151211025210","url":null,"abstract":"<p><p>This study compared preschool spoken language outcomes for children with hearing loss who met Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as to compare outcomes for those who met current EHDI guidelines to those who met earlier benchmarks. Finally, the predictive role of meeting each component of the guidelines was evaluated relative to language outcomes. Children who met the EHDI guidelines had higher language scores than those who did not; however, there was no difference between children who met the current guidelines and those who met the earlier benchmarks. Entering early intervention by six months of age was the only unique predictor of spoken language outcomes. The findings suggest that EHDI programs should target increasing the number of children with hearing loss who meet the current 1-3-6 benchmarks with a particular focus on enrollment in early intervention by six months.</p>","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 3","pages":"235-251"},"PeriodicalIF":1.4,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211025210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33450663","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 : 2022-08-17DOI: 10.1177/10538151221116596
Keri M. Madsen, Lindsey Peters-Sanders, E. Kelley, R. M. Barker, Yagmur Seven, Wendy L. Olsen, Xigrid Soto-Boykin, H. Goldstein
A cluster randomized design was used to investigate the effects of the Story Friends vocabulary curriculum on learning of 84 preschoolers in 24 classrooms who were at risk for language difficulties. Children in the treatment condition received explicit vocabulary instruction of 36 words during small-group storybook listening centers with extended practice opportunities in the classroom and at home. Children in the comparison condition were exposed to the same words in stories without explicit instruction or extended practice. Children (n = 16) with average or above language skills from six treatment classrooms were included to examine the impact of extended practice. Children at risk in treatment classrooms learned significantly more words (52%) than children at risk in comparison classrooms (12%). Children not at risk learned vocabulary equal to children at risk. A tiered approach to implementing Story Friends appears feasible for enhancing the vocabulary learning of preschoolers with and without language delays.
{"title":"Optimizing Vocabulary Instruction for Preschool Children","authors":"Keri M. Madsen, Lindsey Peters-Sanders, E. Kelley, R. M. Barker, Yagmur Seven, Wendy L. Olsen, Xigrid Soto-Boykin, H. Goldstein","doi":"10.1177/10538151221116596","DOIUrl":"https://doi.org/10.1177/10538151221116596","url":null,"abstract":"A cluster randomized design was used to investigate the effects of the Story Friends vocabulary curriculum on learning of 84 preschoolers in 24 classrooms who were at risk for language difficulties. Children in the treatment condition received explicit vocabulary instruction of 36 words during small-group storybook listening centers with extended practice opportunities in the classroom and at home. Children in the comparison condition were exposed to the same words in stories without explicit instruction or extended practice. Children (n = 16) with average or above language skills from six treatment classrooms were included to examine the impact of extended practice. Children at risk in treatment classrooms learned significantly more words (52%) than children at risk in comparison classrooms (12%). Children not at risk learned vocabulary equal to children at risk. A tiered approach to implementing Story Friends appears feasible for enhancing the vocabulary learning of preschoolers with and without language delays.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"227 - 249"},"PeriodicalIF":1.4,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49019766","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 : 2022-05-17DOI: 10.1177/10538151221094546
J. Buzhardt, H. Meadan
The COVID-19 pandemic illuminated a challenge in early intervention that the field has struggled for decades to adequately address: How do we implement evidence-based practices remotely while maintaining fidelity for the vast array of early intervention services? This is the core question that investigators sought to address in this Special Issue of the Journal of Early Intervention. Over the last quarter century, the internet and associated technology has transformed key parts of our daily lives, including how we communicate, shop, bank, and share data. Despite extensive funding from both public and private sectors that has generated innovative tools and approaches to deliver remote early intervention, few have reached scale. This has resulted in little change from traditional face-to-face intervention delivery relative to the sweeping changes seen in other sectors, until the Spring of 2020 when most of the world was faced with using unproven methods to deliver intervention and assessments remotely. In this introduction to the special issue, we provide a brief overview of the current need for effective practices to support remote early intervention and early childhood special education services, lessons learned from past education technology research, and an overview of the studies reported in the special issue.
{"title":"Introduction to the Special Issue: A New Era for Remote Early Intervention and Assessment","authors":"J. Buzhardt, H. Meadan","doi":"10.1177/10538151221094546","DOIUrl":"https://doi.org/10.1177/10538151221094546","url":null,"abstract":"The COVID-19 pandemic illuminated a challenge in early intervention that the field has struggled for decades to adequately address: How do we implement evidence-based practices remotely while maintaining fidelity for the vast array of early intervention services? This is the core question that investigators sought to address in this Special Issue of the Journal of Early Intervention. Over the last quarter century, the internet and associated technology has transformed key parts of our daily lives, including how we communicate, shop, bank, and share data. Despite extensive funding from both public and private sectors that has generated innovative tools and approaches to deliver remote early intervention, few have reached scale. This has resulted in little change from traditional face-to-face intervention delivery relative to the sweeping changes seen in other sectors, until the Spring of 2020 when most of the world was faced with using unproven methods to deliver intervention and assessments remotely. In this introduction to the special issue, we provide a brief overview of the current need for effective practices to support remote early intervention and early childhood special education services, lessons learned from past education technology research, and an overview of the studies reported in the special issue.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"103 - 109"},"PeriodicalIF":1.4,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45584667","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 : 2022-05-02DOI: 10.1177/10538151221091202
Shabnam Abdoola, D. Swanepoel, J. van der Linde
The Parents’ Evaluation of Developmental Status (PEDS), PEDS: Developmental Milestones (PEDS: DM) and PEDS tools (i.e., the PEDS and PEDS:DM combined for use) are parent-reported screening tools frequently used to identify young children requiring early intervention. An ideal screening tool for all contexts would be brief, inexpensive with appropriate test items and good psychometric properties. A scoping review was conducted to review studies that used the PEDS, PEDS:DM, and PEDS tools to screen for the need for further referrals and evaluation through parent report. Thirty articles, ranging from 2003 to 2020, conducted in high-income countries (HICs) and lower-middle income countries (LMICs), were included from the 1,468 records identified. Studies conducted in HICs (n = 19) included screening of special population groups and comparing validated tools. LMIC studies (n = 11) focused on translations, combination of the PEDS tools, validations of tools, and use of an app-based tool (mHealth). High referral rates were obtained with PEDS (23–41%) and PEDS:DM (12–54%) in LMICs where at-risk populations are more prevalent and cultural differences may affect tool validity. A global dearth of research on PEDS:DM and PEDS tools exist; the review highlights factors that influence the validity and impact widespread use of the screening measures, especially in diverse populations and LMICs.
{"title":"A Scoping Review on the Use of the Parents Evaluation of Developmental Status and PEDS: Developmental Milestones Screening Tools","authors":"Shabnam Abdoola, D. Swanepoel, J. van der Linde","doi":"10.1177/10538151221091202","DOIUrl":"https://doi.org/10.1177/10538151221091202","url":null,"abstract":"The Parents’ Evaluation of Developmental Status (PEDS), PEDS: Developmental Milestones (PEDS: DM) and PEDS tools (i.e., the PEDS and PEDS:DM combined for use) are parent-reported screening tools frequently used to identify young children requiring early intervention. An ideal screening tool for all contexts would be brief, inexpensive with appropriate test items and good psychometric properties. A scoping review was conducted to review studies that used the PEDS, PEDS:DM, and PEDS tools to screen for the need for further referrals and evaluation through parent report. Thirty articles, ranging from 2003 to 2020, conducted in high-income countries (HICs) and lower-middle income countries (LMICs), were included from the 1,468 records identified. Studies conducted in HICs (n = 19) included screening of special population groups and comparing validated tools. LMIC studies (n = 11) focused on translations, combination of the PEDS tools, validations of tools, and use of an app-based tool (mHealth). High referral rates were obtained with PEDS (23–41%) and PEDS:DM (12–54%) in LMICs where at-risk populations are more prevalent and cultural differences may affect tool validity. A global dearth of research on PEDS:DM and PEDS tools exist; the review highlights factors that influence the validity and impact widespread use of the screening measures, especially in diverse populations and LMICs.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"203 - 226"},"PeriodicalIF":1.4,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48135855","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 : 2022-04-29DOI: 10.1177/10538151221092406
Veronica Y. Kang, Sunyoung Kim
Teaching vocabularies to young children is critical as vocabulary is related to long-term language, literacy, and academic skills. The current study used a multiple probe design to examine the effects of enhanced milieu teaching with book reading on the use of word approximations in four 2- to 4-year-old females with language delay. The first author implemented the intervention in families’ homes for 3 to 5 days a week over 3 months. Through visual analysis and the calculation of effect sizes, the results showed that there was a functional relation between the intervention and the number and frequency of targeted word approximations. After six to 25 intervention sessions, participants used all five targeted word approximations, and the improvements were maintained up to 15 weeks. In addition, the total frequency of targeted word approximations used after prompts and the proportions of prompts used to elicit the targeted word approximations were measured and analyzed. Parents reported high social validity of the intervention via an anonymous questionnaire. Implications for practice and research of family-centered early intervention are discussed.
{"title":"Effects of Enhanced Milieu Teaching and Book Reading on the Target Word Approximations of Young Children With Language Delay","authors":"Veronica Y. Kang, Sunyoung Kim","doi":"10.1177/10538151221092406","DOIUrl":"https://doi.org/10.1177/10538151221092406","url":null,"abstract":"Teaching vocabularies to young children is critical as vocabulary is related to long-term language, literacy, and academic skills. The current study used a multiple probe design to examine the effects of enhanced milieu teaching with book reading on the use of word approximations in four 2- to 4-year-old females with language delay. The first author implemented the intervention in families’ homes for 3 to 5 days a week over 3 months. Through visual analysis and the calculation of effect sizes, the results showed that there was a functional relation between the intervention and the number and frequency of targeted word approximations. After six to 25 intervention sessions, participants used all five targeted word approximations, and the improvements were maintained up to 15 weeks. In addition, the total frequency of targeted word approximations used after prompts and the proportions of prompts used to elicit the targeted word approximations were measured and analyzed. Parents reported high social validity of the intervention via an anonymous questionnaire. Implications for practice and research of family-centered early intervention are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"122 - 144"},"PeriodicalIF":1.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42937885","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 : 2022-04-29DOI: 10.1177/10538151221091987
Yong-Hwee Nah, S. Ng
Research on early intervention (EI) teachers’ perceptions toward the educational placement of children with Autism Spectrum Disorder (ASD) has been limited. This study examined the influence of daily living skills (DLS) profiles on EI teachers’ perception of educational placement in preschool students with ASD using vignettes featuring students with varying DLS profiles but with average academic abilities and motor skills. It also examined the influence of a child’s age on teachers’ perceptions and the teacher-related factors influencing these perceptions. Sample consisted of 118 participants (mean age = 31.9 years, SD = 8.48) randomly assigned to one of three conditions, where they were told that the students in the vignettes needed (1) full assistance, or (2) partial assistance, or (3) no assistance in DLS. They then rated whether the students would be suitable for entry into a mainstream primary school. Results indicated that teachers perceived children needing full or partial assistance in DLS to be less suitable for mainstream education. The child’s age also influenced the teachers’ perceptions. No association between teacher-related factors and teachers’ perception was found. Importance of DLS in EI was implied.
{"title":"The Influence of Daily Living Skill Profiles in Preschoolers With Autism Spectrum Disorder on Early Intervention Teachers’ Perceptions of Their Educational Placement","authors":"Yong-Hwee Nah, S. Ng","doi":"10.1177/10538151221091987","DOIUrl":"https://doi.org/10.1177/10538151221091987","url":null,"abstract":"Research on early intervention (EI) teachers’ perceptions toward the educational placement of children with Autism Spectrum Disorder (ASD) has been limited. This study examined the influence of daily living skills (DLS) profiles on EI teachers’ perception of educational placement in preschool students with ASD using vignettes featuring students with varying DLS profiles but with average academic abilities and motor skills. It also examined the influence of a child’s age on teachers’ perceptions and the teacher-related factors influencing these perceptions. Sample consisted of 118 participants (mean age = 31.9 years, SD = 8.48) randomly assigned to one of three conditions, where they were told that the students in the vignettes needed (1) full assistance, or (2) partial assistance, or (3) no assistance in DLS. They then rated whether the students would be suitable for entry into a mainstream primary school. Results indicated that teachers perceived children needing full or partial assistance in DLS to be less suitable for mainstream education. The child’s age also influenced the teachers’ perceptions. No association between teacher-related factors and teachers’ perception was found. Importance of DLS in EI was implied.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"3 - 18"},"PeriodicalIF":1.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47554338","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 : 2022-04-08DOI: 10.1177/10538151221085942
L. J. Thomas, Monica G. Lee, C. Todd, Kathleen Lynch, S. Loeb, S. McConnell, L. Carlis
Many preschool agencies nationwide continue to experience closures and/or conversions to virtual or hybrid instruction due to the ongoing coronavirus disease 2019 (COVID-19) pandemic. Despite the importance of understanding young children’s learning and development during the COVID emergency, limited knowledge exists on adaptable practices for assessing young children during the pandemic. We assess the learning of 336 Head Start children across four states and three different time periods during the 2020 to 2021 school year, using adaptations of traditionally in-person assessments of early numeracy, early literacy, and executive functioning. In doing so, we distill early lessons for the field from the application of a novel, virtual assessment method with the early childhood population. This article describes the adaptations of assessment administration for virtual implementation and incorporation of feedback into continued virtual delivery of assessments. Applications and limitations in broader contexts are discussed.
{"title":"Navigating Virtual Delivery of Assessments for Head Start Children During the COVID-19 Pandemic","authors":"L. J. Thomas, Monica G. Lee, C. Todd, Kathleen Lynch, S. Loeb, S. McConnell, L. Carlis","doi":"10.1177/10538151221085942","DOIUrl":"https://doi.org/10.1177/10538151221085942","url":null,"abstract":"Many preschool agencies nationwide continue to experience closures and/or conversions to virtual or hybrid instruction due to the ongoing coronavirus disease 2019 (COVID-19) pandemic. Despite the importance of understanding young children’s learning and development during the COVID emergency, limited knowledge exists on adaptable practices for assessing young children during the pandemic. We assess the learning of 336 Head Start children across four states and three different time periods during the 2020 to 2021 school year, using adaptations of traditionally in-person assessments of early numeracy, early literacy, and executive functioning. In doing so, we distill early lessons for the field from the application of a novel, virtual assessment method with the early childhood population. This article describes the adaptations of assessment administration for virtual implementation and incorporation of feedback into continued virtual delivery of assessments. Applications and limitations in broader contexts are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"151 - 167"},"PeriodicalIF":1.4,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42919324","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 : 2022-04-08DOI: 10.1177/10538151221086512
N. Maltman, Emily Lorang, Courtney E. Venker, A. 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.
{"title":"Speech-Language Pathologists’ Self-Reported Language Input and Recommendations During Early Intervention","authors":"N. Maltman, Emily Lorang, Courtney E. Venker, A. Sterling","doi":"10.1177/10538151221086512","DOIUrl":"https://doi.org/10.1177/10538151221086512","url":null,"abstract":"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.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"19 - 38"},"PeriodicalIF":1.4,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48352616","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 : 2022-04-08DOI: 10.1177/10538151221083984
S. Sapiets, R. Hastings, C. Stanford, V. Totsika
Early intervention (EI) provision is critical for families who have children with developmental disabilities (DD), but existing evidence suggests accessing EI is not always straightforward. The purpose of this study was to provide a comprehensive description of access to various EI supports (e.g., professionals, services, interventions) for families of young children with suspected or diagnosed DD across the United Kingdom and to investigate perceived ease of access to support, unmet need for support, and barriers and facilitators of access to support. Overall, 673 parental caregivers of children aged 0 to 6 years with suspected or diagnosed DD (e.g., developmental delay, intellectual disability, autism) completed our survey anonymously. Across education, health, and social care, services accessed the most were pediatrics (N = 569, 84.5%), speech and language (N = 567, 84.2%), and general medical practice (N = 530, 78.8%). However, only 18.9% (N = 127) accessed packaged interventions. More than three-quarters (N = 508, 75.5%) reported an unmet need for early support, indicating a mismatch between the availability and capacity of services and demand for support. Parents also reported common barriers (e.g., obstructive services and unhelpful professionals) and facilitators (e.g., supportive and competent professionals, enabling parent factors) of access. Implications for policy, practice, and research are discussed.
{"title":"Families’ Access to Early Intervention and Supports for Children With Developmental Disabilities","authors":"S. Sapiets, R. Hastings, C. Stanford, V. Totsika","doi":"10.1177/10538151221083984","DOIUrl":"https://doi.org/10.1177/10538151221083984","url":null,"abstract":"Early intervention (EI) provision is critical for families who have children with developmental disabilities (DD), but existing evidence suggests accessing EI is not always straightforward. The purpose of this study was to provide a comprehensive description of access to various EI supports (e.g., professionals, services, interventions) for families of young children with suspected or diagnosed DD across the United Kingdom and to investigate perceived ease of access to support, unmet need for support, and barriers and facilitators of access to support. Overall, 673 parental caregivers of children aged 0 to 6 years with suspected or diagnosed DD (e.g., developmental delay, intellectual disability, autism) completed our survey anonymously. Across education, health, and social care, services accessed the most were pediatrics (N = 569, 84.5%), speech and language (N = 567, 84.2%), and general medical practice (N = 530, 78.8%). However, only 18.9% (N = 127) accessed packaged interventions. More than three-quarters (N = 508, 75.5%) reported an unmet need for early support, indicating a mismatch between the availability and capacity of services and demand for support. Parents also reported common barriers (e.g., obstructive services and unhelpful professionals) and facilitators (e.g., supportive and competent professionals, enabling parent factors) of access. Implications for policy, practice, and research are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"103 - 121"},"PeriodicalIF":1.4,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42446404","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 : 2022-04-05DOI: 10.1177/10538151221083552
M. Siller, Katherine E. Pickard, Sally Fuhrmeister, E. Kushner, Asha Rudrabhatla, Lindee Morgan
This mixed-methods study aimed to test the feasibility, acceptability, and fidelity of involving early childhood education (ECE) staff without special education training or prior parent coaching experience in the delivery of an adapted evidence-based parent coaching intervention for young children with autism (Focused Playtime Intervention-Preschool, FPI-P). Ten staff members of a university-affiliated, inclusive ECE program were trained to deliver parent coaching procedures during temporary classroom closures due to the coronavirus disease 2019 (COVID-19) pandemic. Child participants included nine preschool students with ASD aged between 34 and 52 months. While findings highlight several opportunities for improving FPI-P staff training and implementation procedures, results demonstrate (a) the feasibility of involving ECE staff in the delivery of ASD-specific parent coaching to promote social communication, (b) that both parents and preschool staff viewed the experience as beneficial for themselves and the child, and (c) that parents perceived the program to be aligned with family-centered intervention principles.
{"title":"Teacher-Implemented Parent Coaching in Inclusive Preschool Settings for Children With Autism","authors":"M. Siller, Katherine E. Pickard, Sally Fuhrmeister, E. Kushner, Asha Rudrabhatla, Lindee Morgan","doi":"10.1177/10538151221083552","DOIUrl":"https://doi.org/10.1177/10538151221083552","url":null,"abstract":"This mixed-methods study aimed to test the feasibility, acceptability, and fidelity of involving early childhood education (ECE) staff without special education training or prior parent coaching experience in the delivery of an adapted evidence-based parent coaching intervention for young children with autism (Focused Playtime Intervention-Preschool, FPI-P). Ten staff members of a university-affiliated, inclusive ECE program were trained to deliver parent coaching procedures during temporary classroom closures due to the coronavirus disease 2019 (COVID-19) pandemic. Child participants included nine preschool students with ASD aged between 34 and 52 months. While findings highlight several opportunities for improving FPI-P staff training and implementation procedures, results demonstrate (a) the feasibility of involving ECE staff in the delivery of ASD-specific parent coaching to promote social communication, (b) that both parents and preschool staff viewed the experience as beneficial for themselves and the child, and (c) that parents perceived the program to be aligned with family-centered intervention principles.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"211 - 231"},"PeriodicalIF":1.4,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45615980","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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