Pub Date : 2021-10-26DOI: 10.1177/10538151211052004
Jarrah Korba, M. Hemmeter, Adrienne K. Golden, Kate Nuhring
A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, “What could you do?” After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.
{"title":"The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers","authors":"Jarrah Korba, M. Hemmeter, Adrienne K. Golden, Kate Nuhring","doi":"10.1177/10538151211052004","DOIUrl":"https://doi.org/10.1177/10538151211052004","url":null,"abstract":"A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, “What could you do?” After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"268 - 288"},"PeriodicalIF":1.4,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48981108","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 : 2021-08-03DOI: 10.1177/10538151211037673
E. Steed, N. Phan, N. Leech, Renee Charlifue-Smith
This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions. Findings indicated that children with disabilities received modified special education services during school closures; most comments noted that early childhood personnel shifted to provide remote coaching to families. Other comments mentioned one-on-one services and accommodations for remote learning. Personnel described some benefits of remote services such as improved partnerships with families. Top reported challenges included children not receiving the same quality of services and high levels of educator stress. These and other study findings are discussed regarding the implications of COVID-19 for providing services to young children with disabilities and their families.
{"title":"Remote Delivery of Services for Young Children With Disabilities During the Early Stages of the COVID-19 Pandemic in the United States","authors":"E. Steed, N. Phan, N. Leech, Renee Charlifue-Smith","doi":"10.1177/10538151211037673","DOIUrl":"https://doi.org/10.1177/10538151211037673","url":null,"abstract":"This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions. Findings indicated that children with disabilities received modified special education services during school closures; most comments noted that early childhood personnel shifted to provide remote coaching to families. Other comments mentioned one-on-one services and accommodations for remote learning. Personnel described some benefits of remote services such as improved partnerships with families. Top reported challenges included children not receiving the same quality of services and high levels of educator stress. These and other study findings are discussed regarding the implications of COVID-19 for providing services to young children with disabilities and their families.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"110 - 129"},"PeriodicalIF":1.4,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211037673","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47350823","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 : 2021-07-18DOI: 10.1177/10538151211032211
Yusuf Akemoğlu, Vanessa M. Hinton, Dayna Laroue, Vanessa Jefferson
We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.
{"title":"A Parent-Implemented Shared Reading Intervention via Telepractice","authors":"Yusuf Akemoğlu, Vanessa M. Hinton, Dayna Laroue, Vanessa Jefferson","doi":"10.1177/10538151211032211","DOIUrl":"https://doi.org/10.1177/10538151211032211","url":null,"abstract":"We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"190 - 210"},"PeriodicalIF":1.4,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211032211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43480730","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 : 2021-06-30DOI: 10.1177/10538151211028232
D. Traube, M. R. Mamey
The purpose of this study was to explore whether a relationship exists between the rates of state-level developmental screening by a health care provider and state-level provision of Individuals with Disabilities Education Act, Part C (IDEA Part C) early intervention services. This is an important first step in determining whether states have the capacity to deal with a potential influx of newly identified children. This analysis compared screening rates from the 2016 National Survey of Children’s Health with service rates from the Department of Education’s 2016 IDEA Part C data. There was no significant relationship between rates of screening by a health care provider and receipt of IDEA Part C services (r = .13, p = .366). Those who identified as White were screened and provided with IDEA services at a higher percentage than non-White (r = .80, p < .001). There was a significant relationship between region and receipt of IDEA Part C services, F(3) = 8.14, p < .001, with the Northeast region (M = 4.95, SD = 1.85) having higher percent served via IDEA Part C services. Results indicate no relationship between state levels of screening by a health care provider and receipt of IDEA Part C services. Efforts to increase developmental screening may require strategies to ensure adequate service access.
{"title":"Relationship Between State-Level Developmental Screening and IDEA Part C Early Intervention Rates","authors":"D. Traube, M. R. Mamey","doi":"10.1177/10538151211028232","DOIUrl":"https://doi.org/10.1177/10538151211028232","url":null,"abstract":"The purpose of this study was to explore whether a relationship exists between the rates of state-level developmental screening by a health care provider and state-level provision of Individuals with Disabilities Education Act, Part C (IDEA Part C) early intervention services. This is an important first step in determining whether states have the capacity to deal with a potential influx of newly identified children. This analysis compared screening rates from the 2016 National Survey of Children’s Health with service rates from the Department of Education’s 2016 IDEA Part C data. There was no significant relationship between rates of screening by a health care provider and receipt of IDEA Part C services (r = .13, p = .366). Those who identified as White were screened and provided with IDEA services at a higher percentage than non-White (r = .80, p < .001). There was a significant relationship between region and receipt of IDEA Part C services, F(3) = 8.14, p < .001, with the Northeast region (M = 4.95, SD = 1.85) having higher percent served via IDEA Part C services. Results indicate no relationship between state levels of screening by a health care provider and receipt of IDEA Part C services. Efforts to increase developmental screening may require strategies to ensure adequate service access.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"299 - 310"},"PeriodicalIF":1.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211028232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373251","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 : 2021-06-18DOI: 10.1177/10538151211024925
D. Carr, Patricia H. Manz
Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized book-sharing intervention for families. It also examined the effect of individualization on parent involvement in early learning activities. Two indicators of individualization were calculated in this study: (a) the proportion of change in the Little Talks’ lessons sequence and (b) the pace of delivery. Findings showed that most home visitors individualized Little Talks, with the most frequent change being the repetition of lessons. Exploratory regression analysis showed an inverse relationship between home visitors’ individualization behavior and parent involvement, highlighting the need to examine the quality of individualization. Implications for advancing the implementation and study of individualization processes in home visiting are discussed.
模块化治疗设计使干预者能够根据个体客户调整干预内容，这一过程被称为个性化。人们对个性化过程及其对幼儿服务结果的影响知之甚少。这项探索性研究调查了“早期启智计划”家庭访问者在为家庭提供模块化的图书分享干预时所进行的个性化过程。它还研究了个性化对父母参与早期学习活动的影响。本研究计算了两个个性化指标:(a) Little Talks课程顺序的变化比例和(b)交付速度。调查结果显示，大多数家访者会个性化“小谈话”，最常见的变化是重复课程。探索性回归分析显示，家访者的个性化行为与家长参与呈负相关，凸显了对个性化质量进行检验的必要性。讨论了在家访中推进个性化过程的实施和研究的意义。
{"title":"The Individualization of the Little Talks Intervention: Implications for Modular Treatment Designs","authors":"D. Carr, Patricia H. Manz","doi":"10.1177/10538151211024925","DOIUrl":"https://doi.org/10.1177/10538151211024925","url":null,"abstract":"Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized book-sharing intervention for families. It also examined the effect of individualization on parent involvement in early learning activities. Two indicators of individualization were calculated in this study: (a) the proportion of change in the Little Talks’ lessons sequence and (b) the pace of delivery. Findings showed that most home visitors individualized Little Talks, with the most frequent change being the repetition of lessons. Exploratory regression analysis showed an inverse relationship between home visitors’ individualization behavior and parent involvement, highlighting the need to examine the quality of individualization. Implications for advancing the implementation and study of individualization processes in home visiting are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"252 - 267"},"PeriodicalIF":1.4,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211024925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321449","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 : 2021-06-04DOI: 10.1177/10538151211018662
M. Conroy, K. Sutherland, K. Granger, Katerina M. Marcoulides, Ke Huang, Alexandra Montesion
Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’ use of effective practices for ameliorating young children’s challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3–5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS—Web and BEST in CLASS in reductions of children’s problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed.
{"title":"Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes","authors":"M. Conroy, K. Sutherland, K. Granger, Katerina M. Marcoulides, Ke Huang, Alexandra Montesion","doi":"10.1177/10538151211018662","DOIUrl":"https://doi.org/10.1177/10538151211018662","url":null,"abstract":"Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’ use of effective practices for ameliorating young children’s challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3–5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS—Web and BEST in CLASS in reductions of children’s problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"78 - 96"},"PeriodicalIF":1.4,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211018662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43420833","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 : 2021-06-01Epub Date: 2020-09-04DOI: 10.1177/1053815120953484
Kalli B Decker, Jacie Meldrum, J Mitchell Vaterlaus, Tricia D Foster
The Division for Early Childhood (DEC) clearly outlined recommended practices for the provision of Part C services. However, there may be challenges in rural areas associated with services aligning with these recommended practices. Therefore, this study focuses on how families experience Part C services and the extent to which services align with specific areas the DEC recommended practices in the large, rural state of Montana. We interviewed parents (N = 30) about their children's Part C services. Deductive qualitative content analysis was used. Parents' reports suggest that while some aspects of their Part C services align with specific recommended practices, others do not. There were some meaningful differences regarding alignment with these recommended practices depending on type of provider being described. The environments in which services take place are discussed, as these may influence aspects of collaboration and building family capacity.
{"title":"Parents' Part C Experiences in Rural Areas: Alignment With Recommended Practices.","authors":"Kalli B Decker, Jacie Meldrum, J Mitchell Vaterlaus, Tricia D Foster","doi":"10.1177/1053815120953484","DOIUrl":"https://doi.org/10.1177/1053815120953484","url":null,"abstract":"<p><p>The Division for Early Childhood (DEC) clearly outlined recommended practices for the provision of Part C services. However, there may be challenges in rural areas associated with services aligning with these recommended practices. Therefore, this study focuses on how families experience Part C services and the extent to which services align with specific areas the DEC recommended practices in the large, rural state of Montana. We interviewed parents (<i>N</i> = 30) about their children's Part C services. Deductive qualitative content analysis was used. Parents' reports suggest that while some aspects of their Part C services align with specific recommended practices, others do not. There were some meaningful differences regarding alignment with these recommended practices depending on type of provider being described. The environments in which services take place are discussed, as these may influence aspects of collaboration and building family capacity.</p>","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"43 2","pages":"155-175"},"PeriodicalIF":1.4,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1053815120953484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39258140","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 : 2021-05-20DOI: 10.1177/10538151211012779
Shreya Roy, Olivia J. Lindly, M. Berardinelli, Alison J. Martin
Communication between a child’s health care provider, child care and other community providers (cross-system communication) may facilitate access and referral to early intervention (EI). This study examined (a) factors associated with cross-system communication and (b) whether cross-system communication was associated with receiving EI among U.S. toddlers ages 1 to 2 years. This study used data from the National Survey of Children’s Health 2016 and included 1,184 children of ages 1 to 2 years, whose parents indicated a need for cross-system communication. Dependent variable was having an EI plan. Primary independent variable was cross-system communication. Children who had cross-system communication had almost three times (2.9) higher odds of receiving EI services as compared to those who did not have cross-system communication (odds ratio [OR] = 2.9, 95% confidence interval [CI] = 1.2, 6.9, p = .014). This study found that cross-system communication was associated with receiving EI services for U.S. children of ages 1 to 2 years.
儿童卫生保健提供者、儿童保健和其他社区提供者之间的沟通(跨系统沟通)可以促进早期干预(EI)的获取和转诊。本研究考察了(a)与跨系统沟通相关的因素，以及(b)跨系统沟通是否与美国1至2岁幼儿接受情商有关。这项研究使用了2016年全国儿童健康调查的数据，包括1184名1至2岁的儿童，他们的父母表示需要跨系统沟通。因变量是是否有EI计划。主要的自变量是跨系统通信。与没有进行跨系统交流的儿童相比，进行过跨系统交流的儿童接受EI服务的几率几乎高出3倍(2.9)(优势比[OR] = 2.9, 95%可信区间[CI] = 1.2, 6.9, p = 0.014)。本研究发现，跨系统沟通与美国1至2岁儿童接受EI服务有关。
{"title":"Cross-System Communication in Early Childhood Settings in the United States: An Exploratory Study Using the National Survey of Children’s Health","authors":"Shreya Roy, Olivia J. Lindly, M. Berardinelli, Alison J. Martin","doi":"10.1177/10538151211012779","DOIUrl":"https://doi.org/10.1177/10538151211012779","url":null,"abstract":"Communication between a child’s health care provider, child care and other community providers (cross-system communication) may facilitate access and referral to early intervention (EI). This study examined (a) factors associated with cross-system communication and (b) whether cross-system communication was associated with receiving EI among U.S. toddlers ages 1 to 2 years. This study used data from the National Survey of Children’s Health 2016 and included 1,184 children of ages 1 to 2 years, whose parents indicated a need for cross-system communication. Dependent variable was having an EI plan. Primary independent variable was cross-system communication. Children who had cross-system communication had almost three times (2.9) higher odds of receiving EI services as compared to those who did not have cross-system communication (odds ratio [OR] = 2.9, 95% confidence interval [CI] = 1.2, 6.9, p = .014). This study found that cross-system communication was associated with receiving EI services for U.S. children of ages 1 to 2 years.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"289 - 298"},"PeriodicalIF":1.4,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211012779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172695","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 : 2021-05-11DOI: 10.1177/10538151211012703
Lidia Huerta, Lauren M. Cycyk, Hannah Sanford-Keller, A. Busch, Jill K. Dolata, Heather W. Moore, Stephanie De Anda, K. Zuckerman
A retrospective review of initial early intervention and early childhood special education (EI/ECSE) evaluation reports was completed to identify practices specific to the evaluation of Latinx children’s communication development. A records abstraction approach employed entailed a random selection of 294 EI/ECSE evaluation reports completed in Oregon with Latinx children with communication concerns. The reports were coded for documentation of background information, evaluation procedures, and eligibility decisions. Quantitative and qualitative analyses were completed to identify common evaluation practices. Adequate evaluation practices documented included the use of a multidisciplinary evaluation team, administration of multiple evaluation measures, and provision of basic information on children’s language background. EI/ECSE providers did not consistently specify children’s language exposure/use, denote the language of the evaluation, prioritize appropriate assessment measures, and indicate attention to cultural and linguistic differences when determining eligibility. Recommendations for decreasing bias in the evaluation of Latinx children and culturally and linguistically diverse (CLD) populations more broadly are offered.
{"title":"A Retrospective Review of Communication Evaluation Practices of Young Latinx Children","authors":"Lidia Huerta, Lauren M. Cycyk, Hannah Sanford-Keller, A. Busch, Jill K. Dolata, Heather W. Moore, Stephanie De Anda, K. Zuckerman","doi":"10.1177/10538151211012703","DOIUrl":"https://doi.org/10.1177/10538151211012703","url":null,"abstract":"A retrospective review of initial early intervention and early childhood special education (EI/ECSE) evaluation reports was completed to identify practices specific to the evaluation of Latinx children’s communication development. A records abstraction approach employed entailed a random selection of 294 EI/ECSE evaluation reports completed in Oregon with Latinx children with communication concerns. The reports were coded for documentation of background information, evaluation procedures, and eligibility decisions. Quantitative and qualitative analyses were completed to identify common evaluation practices. Adequate evaluation practices documented included the use of a multidisciplinary evaluation team, administration of multiple evaluation measures, and provision of basic information on children’s language background. EI/ECSE providers did not consistently specify children’s language exposure/use, denote the language of the evaluation, prioritize appropriate assessment measures, and indicate attention to cultural and linguistic differences when determining eligibility. Recommendations for decreasing bias in the evaluation of Latinx children and culturally and linguistically diverse (CLD) populations more broadly are offered.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"43 1","pages":"295 - 313"},"PeriodicalIF":1.4,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211012703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49219653","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 : 2021-04-21DOI: 10.1177/10538151211009306
Heather Coleman, K. Hume, L. Fanning, Samantha Scott
Many autism-focused early intervention (EI) models have not yet been adopted by community-based providers in rural settings due to fit and feasibility when working within the Part C model. Family Implemented TEACCH for Toddlers (FITT, based on the University of North Carolina TEACCH Autism Program) is a research-based, Part-C compatible, EI model incorporating parent-coaching and naturalistic strategies with early evidence of efficacy in rural communities. Its use by rural community providers has not yet been examined. Thus, in this multiple baseline study, rural EI professionals (n = 3) working with caregivers and their toddlers with autism spectrum disorder (ASD) were provided training and weekly coaching on the use of the FITT model and parent-coaching strategies. The implementation of FITT and parent-coaching strategies were measured, and social validity information was gathered from participants. Results indicate that FITT is both feasible to implement, as demonstrated by provider implementation, and acceptable to both EI providers and caregivers.
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