Topics in Early Childhood Special Education最新文献

英文中文

Future Topics 未来的主题

4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-11-01 DOI: 10.1177/02711214231203298

引用次数: 0

Noncompliance Assessments, Interventions, and Ethical Considerations for Young Children: A Systematic Review 幼儿的不合规评估、干预和伦理考虑:系统回顾

4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-10-21 DOI: 10.1177/02711214231193323

Elisabeth J. Malone, Kathleen N. Zimmerman

Noncompliance is a frequently reported challenging behavior for young children. However, many interventions that address noncompliance fail to consider crucial self-advocacy skills that may be jeopardized when compliance is taught in isolation. We examined the noncompliance literature in the context of ethical considerations for young children: (1) decision-making skills related to compliance, (2) teaching discrimination within contexts where compliance may or may not be appropriate, and (3) addressing support needs that may impact compliance. We found that many noncompliance assessments were not developmentally appropriate, related support needs were largely unaddressed, and ethical factors were infrequently considered when designing noncompliance interventions. Researchers and practitioners should consider assessments that identify ecological factors and support needs related to noncompliance. Young children should be taught discrimination of contexts where noncompliance is appropriate and where compliance is appropriate to promote volitional skills that are necessary for future independence.

不服从是一种经常被报道的对幼儿具有挑战性的行为。然而，许多解决不合规问题的干预措施没有考虑到关键的自我宣传技能，如果孤立地教授合规，这些技能可能会受到损害。我们在幼儿伦理考虑的背景下研究了不遵守的文献:(1)与遵守相关的决策技能，(2)在遵守可能合适或不合适的背景下的教学歧视，以及(3)解决可能影响遵守的支持需求。我们发现许多不服从评估不适合发展，相关的支持需求在很大程度上没有得到解决，并且在设计不服从干预措施时很少考虑伦理因素。研究人员和从业人员应考虑识别与不合规相关的生态因素和支持需求的评估。应该教幼儿区分在什么情况下不服从是适当的，在什么情况下服从是适当的，以促进将来独立所必需的意志技能。

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引用次数: 0

Putting the “Mix” in Mixed Methods: How to Integrate Quantitative and Qualitative Research in Early Childhood Special Education Research 混合方法中的“混合”:如何在幼儿特殊教育研究中整合定量与定性研究

4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-09-21 DOI: 10.1177/02711214231199268

Hailey R. Love, Angel Fettig, Elizabeth A. Steed

Mixed methods research (MMR) has the potential to be a powerful tool to expand the ways early intervention/early childhood special education (EI/ECSE) scholarship understands and informs practice. Integration, or the purposeful combination of quantitative and qualitative research approaches, is central for rigorous MMR. However, it can be challenging to identify and enact integration because integration processes and procedures can vary greatly depending on a study’s purpose(s), design, and underlying philosophical assumptions and priorities. In this article, we offer guidance on ways EI/ECSE researchers can engage in meaningful and purposeful integration. We highlight three critical decision-making points: integration dimension or type, integration timing, and relative emphasis of methods when integrating. Additionally, we discuss related considerations to particularly ensure strong qualitative designs and integration within MMR.

混合方法研究(MMR)有潜力成为一个强大的工具，以扩大早期干预/早期儿童特殊教育(EI/ECSE)奖学金理解和指导实践的方式。整合，或定量和定性研究方法的有目的的结合，是严格的MMR的核心。然而，识别和制定集成可能是具有挑战性的，因为集成过程和程序可能根据研究的目的、设计和潜在的哲学假设和优先级而有很大的不同。在本文中，我们为EI/ECSE研究人员如何进行有意义和有目的的整合提供了指导。我们强调了三个关键的决策点:整合的维度或类型，整合的时机，以及在整合时相对强调的方法。此外，我们还讨论了相关的考虑因素，以确保在MMR中进行强有力的定性设计和集成。

引用次数: 0

The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays 以实践为基础的辅导对言语语言病理学助理和辅助教育工作者与语言迟缓儿童共同阅读策略实施的影响

4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-09-20 DOI: 10.1177/02711214231198691

Lindsay R. Dennis, Kelly Farquharson, Anne Reed, Rebecca Summy, Jennifer Westmoreland, Kimberline Clark

This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five educators (three SLP-As and two paraeducators) participated in the study. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary. Results demonstrate that all five educators were able to successfully implement the strategies with high and consistent levels of fidelity during the intervention and maintained similar levels of fidelity even after coaching and scripted supports were faded or removed. All five preschool participants showed gains in both expressive and receptive vocabulary. Social validity results support the feasibility and usefulness of the intervention. Implications for research and practice are provided.

本研究考察了基于实践的指导和脚本支持的效果，旨在支持辅助教育工作者和语言病理学助理(SLP-As)对有语言迟缓的学龄前儿童实施基于证据的共享阅读策略。我们采用了跨行为的单一案例、多重基线。五名教育工作者(三名特殊教育工作者和两名辅助教育工作者)参与了这项研究。主要因变量是正确实施策略的百分比;第二因变量是表达性和接受性词汇。结果表明，在干预期间，所有五名教育工作者都能够以高水平和一致的保真度成功实施策略，即使在指导和脚本支持消失或删除后，也能保持相似的保真度。所有五名学龄前儿童在表达性和接受性词汇方面都有所提高。社会效度结果支持干预的可行性和有效性。提供了对研究和实践的启示。

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引用次数: 0

Early Interventionists’ Perspectives About Changes in Caregiver Coaching During COVID-19: A Mixed Methods Study 早期干预者对COVID-19期间护理人员指导变化的看法:一项混合方法研究

4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-09-12 DOI: 10.1177/02711214231199547

Crystal S. Williams, Michaelene M. Ostrosky

Caregiver coaching is a recommended practice in early intervention; however, many barriers exist that can prevent early interventionists (EIs) from implementing it. This mixed method study was designed to understand if EIs’ perceived use of caregiver coaching changed after Illinois’ COVID-19 pandemic stay-at-home order. Questionnaire data and interview data were analyzed together to explore changes reported by participants. Findings show that participants believed they used coaching practices and coached within routines more often following the stay-at-home order and that their changes in caregiver coaching had an impact on families (e.g., increased caregiver engagement, child progress, more meaningful intervention). Findings suggest that the stay-at-home order evoked a much-needed change in caregiver coaching. Implications include the need for research on contributors to EIs’ use of caregiver coaching and how to effectively use modeling. Implications for practice suggest that EIs should explain coaching to families and individualize their approach to promote family engagement in their children’s intervention.

照护者指导是早期干预的推荐做法;然而，存在许多障碍，可以阻止早期干预者(ei)实施它。这项混合方法研究旨在了解在伊利诺伊州COVID-19大流行的居家令后，ei对护理人员指导的感知使用是否发生了变化。问卷调查数据和访谈数据一起分析，探讨参与者报告的变化。研究结果表明，参与者认为，他们在遵循居家秩序后更经常地使用指导实践和日常指导，并且他们在照顾者指导方面的变化对家庭产生了影响(例如，增加了照顾者的参与度，儿童进步，更有意义的干预)。研究结果表明，居家秩序引发了看护教练急需的改变。影响包括需要研究的贡献者使用照顾者指导和如何有效地使用建模。对实践的启示表明，ei应该向家庭解释指导，并个性化他们的方法，以促进家庭参与他们的孩子的干预。

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引用次数: 1

Scoping Review of Linguistically Responsive Practices for Young Children Who Are Refugees 难民儿童语言反应实践的范围界定综述

IF 2.1 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-08-08 DOI: 10.1177/02711214231190042

Serra Acar, Ozden Pinar-Irmak, Angi Stone-MacDonald

Young refugee populations continue to grow. This scoping review aims to identify and summarize studies of programs that provide linguistically responsive practices for children who are refugees. Secondary aims of this review are: (a) to identify the gaps in the literature, and (b) to suggest future research and policy directions. By studying key features of linguistically responsive practices for children who are refugees, we can better understand the important components of a high-quality inclusive and equitable environment for all children, including those with minority language backgrounds. We conducted an electronic database search and identified 14 studies. Studies varied in location, country of origin, and language support. The findings from this review revealed a critical need to develop, implement, and study linguistically responsive programs for children who are refugees in host countries.

青年难民人口继续增长。本范围审查旨在确定和总结为难民儿童提供语言反应实践的项目研究。这篇综述的次要目的是：（a）找出文献中的差距，（b）提出未来的研究和政策方向。通过研究难民儿童的语言反应实践的关键特征，我们可以更好地理解为所有儿童，包括少数民族语言背景的儿童，创造一个高质量、包容和公平的环境的重要组成部分。我们进行了电子数据库搜索，确定了14项研究。研究的地点、来源国和语言支持各不相同。这项审查的结果表明，迫切需要为收容国的难民儿童制定、实施和研究具有语言反应能力的项目。

引用次数: 0

The Impact of Young Children’s Persistent Challenging Behavior on Child Care Providers: “It’s Like Floating in a Sea With No Paddle” 幼儿持续挑战行为对儿童保育员的影响：“就像漂浮在没有桨的海里”

IF 2.1 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-08-08 DOI: 10.1177/02711214231180871

Sharon L. Doubet, M. Ostrosky, Amanda C. Quesenberry

The purpose of this descriptive study was to highlight the experiences of 11 child care providers whose classrooms included preschoolers who engaged in persistent challenging behavior, thus expanding the limited literature on this topic. This qualitative study included two interviews with each provider. The results center around the effect of challenging behavior on the classroom experiences of providers. Findings indicate that children’s challenging behavior impacts the physical and social environment, as well as relationships among providers, children, families, and program administrators. Implications for research and practice are discussed.

这项描述性研究的目的是强调11名儿童保育提供者的经历，他们的教室里有从事持续挑战行为的学龄前儿童，从而扩展了关于这一主题的有限文献。这项定性研究包括对每个提供者的两次访谈。研究结果围绕着挑战行为对提供者课堂体验的影响展开。研究结果表明，儿童的挑战行为会影响身体和社会环境，以及提供者、儿童、家庭和项目管理员之间的关系。讨论了对研究和实践的启示。

引用次数: 0

Family ASL: An Early Start to Equitable Education for Deaf Children. 家庭ASL：为聋哑儿童提供公平教育的早期开端。

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-08-01 Epub Date: 2021-07-23 DOI: 10.1177/02711214211031307

Diane C Lillo-Martin, Elaine Gale, Deborah Chen Pichler

Deaf and hard of hearing (DHH) children experience systematic barriers to equitable education due to intentional or unintentional ableist views that can lead to a general lack of awareness about the value of natural sign languages, and insufficient resources supporting sign language development. Furthermore, an imbalance of information in favor of spoken languages often stems from a phonocentric perspective that views signing as an inferior form of communication that also hinders development of spoken language. To the contrary, research demonstrates that early adoption of a natural sign language confers critical protection from the risks of language deprivation without endangering spoken language development. In this position paper, we draw attention to deep societal biases about language in information presented to parents of DHH children, against early exposure to a natural sign language. We outline actions that parents and professionals can adopt to maximize DHH children's chances for on-time language development.

由于有意或无意的能力主义观点，聋哑儿童在公平教育方面遇到了系统性障碍，这可能导致人们普遍缺乏对自然手语价值的认识，以及支持手语发展的资源不足。此外，有利于口语的信息不平衡往往源于以声音为中心的观点，这种观点认为签名是一种低级的交流形式，也阻碍了口语的发展。相反，研究表明，早期采用自然手语可以在不危及口语发展的情况下，保护人们免受语言匮乏的风险。在这份立场文件中，我们提请注意向DHH儿童父母提供的信息中对语言的深刻社会偏见，反对早期接触自然手语。我们概述了家长和专业人士可以采取的行动，以最大限度地提高DHH儿童及时语言发展的机会。

引用次数: 0

Families’ Experiences With Online Instruction and Behavior Support During COVID-19 新冠肺炎期间家庭在线指导和行为支持的经验

IF 2.1 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-06-26 DOI: 10.1177/02711214231182023

Elizabeth M. Kelly, S. Harbin, I. Schwartz

In the Spring of 2020, COVID-19 forced school buildings to close across the United States. As a result, many early learning programs and elementary schools moved their services online. Families of young children with challenging behaviors receiving complex educational and behavioral services in traditional brick-and-mortar classrooms were suddenly required to work closely with educators to support their children’s academic, social-emotional, and behavioral progress. This study used a qualitative approach to examine families’ experiences with children’s challenging behavior, online instruction, and behavior support during COVID-19 school building closures. Findings underscore important themes related to families’ perceptions of child challenging behavior at home, challenges with children’s meaningful participation in online instruction, families’ perceived responsibilities and priorities, and future recommendations. Implications for educators are discussed.

2020年春季，新冠肺炎迫使美国各地的校舍关闭。因此，许多早期学习项目和小学将其服务转移到了网上。有挑战性行为的幼儿家庭在传统的实体教室里接受复杂的教育和行为服务，突然被要求与教育工作者密切合作，支持他们孩子的学业、社会情感和行为进步。本研究采用定性方法研究了新冠肺炎校舍关闭期间家庭对儿童挑战性行为、在线教学和行为支持的体验。研究结果强调了与家庭对儿童在家挑战行为的看法、儿童有意义地参与在线教学的挑战、家庭感知的责任和优先事项以及未来建议有关的重要主题。讨论了对教育工作者的影响。

引用次数: 0

Ethics in the Early Intervention System: A Mixed Methods Exploration 早期干预体系中的伦理学：一种混合方法的探索

IF 2.1 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education

Pub Date : 2023-06-26 DOI: 10.1177/02711214231182117

Catherine Corr, Christine M. Spence, Mia Chudzik, Susan M. Connor, Brandie Bentley, Grace E. Sawyer, Justin L. Kern, Rachel Griffin, Amber Brown Ruiz, Ann Jackson

Early interventionists may frequently encounter ethical dilemmas due to the complex nature of early intervention (EI) service delivery (e.g., EI system infrastructure and building and sustaining collaborative relationships within the system). Therefore, the purpose of this research study was to explore the experiences of EI professionals related to ethical dilemmas. We used a sequential mixed methods design to first survey professionals about their experiences with ethical dilemmas (n = 427). Then, we interviewed a smaller sample (n = 45) to learn about early interventionists (EIs) experiences with ethics, including their constructed meanings of ethical dilemmas, the types of ethical dilemmas they have experienced, and their experiences and processes navigating ethical dilemmas. Results show that EI professionals define ethical dilemmas differently, which influences what they view as a dilemma and how they problem solve. Additionally, professionals identified the need for support and guidelines related to ethical dilemmas.

由于早期干预（EI）服务提供的复杂性（例如，EI系统基础设施以及在系统内建立和维持合作关系），早期干预主义者可能经常遇到道德困境。因此，本研究的目的是探索EI专业人员与道德困境相关的经历。我们使用顺序混合方法设计，首先调查专业人士的道德困境经历（N=427）。然后，我们采访了一个较小的样本（N=45），以了解早期干预主义者的道德经历，包括他们构建的道德困境的含义，他们经历的道德困境类型，以及他们应对道德困境的经验和过程。结果表明，EI专业人士对道德困境的定义不同，这影响了他们对困境的看法以及他们如何解决问题。此外，专业人员确定了与道德困境相关的支持和指导方针的必要性。

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引用次数: 0

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Topics in Early Childhood Special Education

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