Pub Date : 2021-05-01DOI: 10.1177/02711214211011348
E. Barton
Individual responses to evidence-based practices can be variable, and non-responders are common in research on infants, toddlers, preschoolers with or at-risk for disabilities and their families. The publication and dissemination of idiosyncratic results are crucial to developing a wellrounded and complete understanding of for whom and under what conditions interventions might be effective. Individual variations in responses to interventions might be identified through moderator or meditator analyses, inconsistent effects in single case research, or examinations of variability in literature syntheses. We welcome the submission of manuscripts that include descriptions of empirical research, systematic reviews of the research literature, and conceptual discussions of the individual variations or idiosyncratic results. Please email Erin E. Barton (Editor) at erin.e.barton@vanderbilt.edu with any questions. Due Date: July 31, 2021
{"title":"Future Topics","authors":"E. Barton","doi":"10.1177/02711214211011348","DOIUrl":"https://doi.org/10.1177/02711214211011348","url":null,"abstract":"Individual responses to evidence-based practices can be variable, and non-responders are common in research on infants, toddlers, preschoolers with or at-risk for disabilities and their families. The publication and dissemination of idiosyncratic results are crucial to developing a wellrounded and complete understanding of for whom and under what conditions interventions might be effective. Individual variations in responses to interventions might be identified through moderator or meditator analyses, inconsistent effects in single case research, or examinations of variability in literature syntheses. We welcome the submission of manuscripts that include descriptions of empirical research, systematic reviews of the research literature, and conceptual discussions of the individual variations or idiosyncratic results. Please email Erin E. Barton (Editor) at erin.e.barton@vanderbilt.edu with any questions. Due Date: July 31, 2021","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"3 - 3"},"PeriodicalIF":2.1,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211011348","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43120542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-25DOI: 10.1177/02711214211006190
Bonnie L. Ingelin, S. Intepe-Tingir, Nanette C. Hammons
Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.
{"title":"Increasing the Number Sense Understanding of Preschool Students With ASD","authors":"Bonnie L. Ingelin, S. Intepe-Tingir, Nanette C. Hammons","doi":"10.1177/02711214211006190","DOIUrl":"https://doi.org/10.1177/02711214211006190","url":null,"abstract":"Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"116 - 128"},"PeriodicalIF":2.1,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211006190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45831059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-14DOI: 10.1177/0271121421998793
Ciera M. Lorio, Abigail D. Delehanty, M. Romano
Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent–child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.
{"title":"A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers","authors":"Ciera M. Lorio, Abigail D. Delehanty, M. Romano","doi":"10.1177/0271121421998793","DOIUrl":"https://doi.org/10.1177/0271121421998793","url":null,"abstract":"Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent–child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"42 1","pages":"222 - 233"},"PeriodicalIF":2.1,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421998793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46383142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-14DOI: 10.1177/02711214211005856
E. Steed, Rachel Stein
We surveyed early childhood personnel in the U.S. state of Colorado to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use of a family-guided and team-based approach. Reported challenges included not having enough time to collect information, struggles to arrange the evaluation, difficulties determining eligibility, and systems issues regarding working conditions, training, and collaboration across agencies. Translation and interpretation were the most commonly utilized culturally responsive practices; challenges working with translators and interpreters were noted along with the need to improve other culturally and linguistically responsive practices. Implications for practice are discussed, including ways to improve the initial evaluation process for all families to assure early identification and timely access to services.
{"title":"Initial Evaluation Practices: A Survey of Early Childhood Personnel","authors":"E. Steed, Rachel Stein","doi":"10.1177/02711214211005856","DOIUrl":"https://doi.org/10.1177/02711214211005856","url":null,"abstract":"We surveyed early childhood personnel in the U.S. state of Colorado to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use of a family-guided and team-based approach. Reported challenges included not having enough time to collect information, struggles to arrange the evaluation, difficulties determining eligibility, and systems issues regarding working conditions, training, and collaboration across agencies. Translation and interpretation were the most commonly utilized culturally responsive practices; challenges working with translators and interpreters were noted along with the need to improve other culturally and linguistically responsive practices. Implications for practice are discussed, including ways to improve the initial evaluation process for all families to assure early identification and timely access to services.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"30 - 45"},"PeriodicalIF":2.1,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211005856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48283034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-12DOI: 10.1177/02711214211005853
Hattie Harvey, Erin Kinavey Wennerstrom
Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not.
{"title":"Hearing Their Voices: Parents’ Perceptions of Preschool Special Education Evaluations With Dual-Language Learners","authors":"Hattie Harvey, Erin Kinavey Wennerstrom","doi":"10.1177/02711214211005853","DOIUrl":"https://doi.org/10.1177/02711214211005853","url":null,"abstract":"Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"46 - 59"},"PeriodicalIF":2.1,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211005853","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45369650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-08DOI: 10.1177/02711214211005846
Lauren M. LeJeune, C. Lemons, S. Hokstad, Rebeca Aldama, K. B. Næss
Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an adapted version of Down Syndrome LanguagePlus (DSL+). Four children with DS (ages 5–6 years) participated in the multiple probe across behaviors (i.e., stories) single-case research design study. Increasing trends during baseline and data variability precluded confirmation of a functional relationship; however, results indicated that all participants increased their scores on mastery measures of targeted vocabulary. Three of the four parents implemented DSL+ with high fidelity and responded favorably to social validity interviews.
{"title":"Parent-Implemented Oral Vocabulary Intervention for Children With Down Syndrome","authors":"Lauren M. LeJeune, C. Lemons, S. Hokstad, Rebeca Aldama, K. B. Næss","doi":"10.1177/02711214211005846","DOIUrl":"https://doi.org/10.1177/02711214211005846","url":null,"abstract":"Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an adapted version of Down Syndrome LanguagePlus (DSL+). Four children with DS (ages 5–6 years) participated in the multiple probe across behaviors (i.e., stories) single-case research design study. Increasing trends during baseline and data variability precluded confirmation of a functional relationship; however, results indicated that all participants increased their scores on mastery measures of targeted vocabulary. Three of the four parents implemented DSL+ with high fidelity and responded favorably to social validity interviews.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"42 1","pages":"175 - 188"},"PeriodicalIF":2.1,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211005846","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41586128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-30DOI: 10.1177/0271121420981712
Michael D. Toland, Jennifer Grisham, Misti Waddell, Rebecca V. Crawford, David M. Dueber
Rasch and classification analyses on a field-test version of the third edition of the Assessment, Evaluation, and Programming System (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.
{"title":"Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System–Third Edition","authors":"Michael D. Toland, Jennifer Grisham, Misti Waddell, Rebecca V. Crawford, David M. Dueber","doi":"10.1177/0271121420981712","DOIUrl":"https://doi.org/10.1177/0271121420981712","url":null,"abstract":"Rasch and classification analyses on a field-test version of the third edition of the Assessment, Evaluation, and Programming System (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"42 1","pages":"150 - 161"},"PeriodicalIF":2.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121420981712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47085768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-24DOI: 10.1177/0271121421992470
Sheresa Boone Blanchard, Jennifer Ryan Newton, Katherine W Didericksen, Michael Daniels, Kia Glosson
Many early intervention systems are focused on “fixing” children to support development and inclusion. However, we need to acknowledge systemic racism and bias to focus on early settings, schools, and practitioners who are ready for all children. Furthermore, knowledge about the existence of bias and its possible harmful effects support a need for thoughtful, systems-level decisions. We propose a conceptual model for acknowledging the impact of social stratification mechanisms like systemic racism on the development of young children of color in early intervention to ensure equitable access and outcomes. Through this acknowledgment, we can consider systems-level change to build equity-empowered settings and classrooms that support optimal development for all children, especially children of color and with disabilities.
{"title":"Confronting Racism and Bias Within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity","authors":"Sheresa Boone Blanchard, Jennifer Ryan Newton, Katherine W Didericksen, Michael Daniels, Kia Glosson","doi":"10.1177/0271121421992470","DOIUrl":"https://doi.org/10.1177/0271121421992470","url":null,"abstract":"Many early intervention systems are focused on “fixing” children to support development and inclusion. However, we need to acknowledge systemic racism and bias to focus on early settings, schools, and practitioners who are ready for all children. Furthermore, knowledge about the existence of bias and its possible harmful effects support a need for thoughtful, systems-level decisions. We propose a conceptual model for acknowledging the impact of social stratification mechanisms like systemic racism on the development of young children of color in early intervention to ensure equitable access and outcomes. Through this acknowledgment, we can consider systems-level change to build equity-empowered settings and classrooms that support optimal development for all children, especially children of color and with disabilities.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"6 - 17"},"PeriodicalIF":2.1,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421992470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46741785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-18DOI: 10.1177/0271121421990833
Hailey R. Love, Margaret R. Beneke
Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.
{"title":"Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood","authors":"Hailey R. Love, Margaret R. Beneke","doi":"10.1177/0271121421990833","DOIUrl":"https://doi.org/10.1177/0271121421990833","url":null,"abstract":"Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"31 - 44"},"PeriodicalIF":2.1,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421990833","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46725548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-18DOI: 10.1177/0271121421990838
N. Waschl, K. Poon, Mo Chen, Huichao Xie
The Family Outcomes Survey–Revised (FOS-R) measures family outcomes of services for young children with disabilities or developmental delays, and it can be used to investigate change in outcome achievement over time. To confirm the validity of FOS-R change scores, it must be established that the FOS-R measures the same construct over time; if so, score changes can be attributed to family outcome achievement. However, if not, interpretation of change scores may be misleading. Caregivers (N = 349) of Singaporean children with developmental delays receiving early intervention services completed the FOS-R Part A twice, approximately 1 year apart. Factor analysis was used to confirm the structure of the FOS-R Part A and to assess whether the scale measures the same thing across time (i.e., longitudinal measurement invariance). Results provided support for partial longitudinal measurement invariance, indicating that change scores on this scale can be validly interpreted with certain caveats.
{"title":"Assessing Family Outcomes Over Time: Longitudinal Measurement Invariance of the Family Outcomes Survey–Revised","authors":"N. Waschl, K. Poon, Mo Chen, Huichao Xie","doi":"10.1177/0271121421990838","DOIUrl":"https://doi.org/10.1177/0271121421990838","url":null,"abstract":"The Family Outcomes Survey–Revised (FOS-R) measures family outcomes of services for young children with disabilities or developmental delays, and it can be used to investigate change in outcome achievement over time. To confirm the validity of FOS-R change scores, it must be established that the FOS-R measures the same construct over time; if so, score changes can be attributed to family outcome achievement. However, if not, interpretation of change scores may be misleading. Caregivers (N = 349) of Singaporean children with developmental delays receiving early intervention services completed the FOS-R Part A twice, approximately 1 year apart. Factor analysis was used to confirm the structure of the FOS-R Part A and to assess whether the scale measures the same thing across time (i.e., longitudinal measurement invariance). Results provided support for partial longitudinal measurement invariance, indicating that change scores on this scale can be validly interpreted with certain caveats.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"60 - 70"},"PeriodicalIF":2.1,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421990838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49063112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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