Showing papers in "Infants and Young Children in 2015"

Improving the Design and Implementation of In-Service Professional Development in Early Childhood Intervention.

Abstract: A model for designing and implementing evidence-based in-service professional development in early childhood intervention as well as the key features of the model are described. The key features include professional development specialist (PDS) description and demonstration of an intervention practice, active and authentic job-embedded practitioner opportunities to learn to use the practice, opportunities for practitioner reflection on the understanding and mastery of the practice, PDS coaching, mentoring, or performance feedback during in-service sessions, PDS follow-up supports to reinforce initial practitioner in-service learning, in-service training and follow-up of sufficient dosage to produce sustainable change, and the inclusion of as many key features as possible as part of the provision of in-service training afforded early childhood practitioners. The need for systematic reviews and meta-analysis of early childhood in-service professional development studies is noted to identify which key features in which combinations under which conditions are most effective.

Coaching Teachers to Support Child Communication across Daily Routines in Early Head Start Classrooms.

Abstract: This study investigates the use of a situated coaching protocol in Early Head Start (EHS) classrooms to increase teachers' use of communication facilitation strategies with children identified with delays during typical play and caregiving routines. A single-case, multiple baseline design across 3 EHS teachers and children with communication delays was used to examine the effectiveness of coaching on teacher strategy use and child outcomes. A situated coaching approach that included directly teaching naturalistic communication strategies, demonstrating, observing, offering feedback, and facilitating teacher reflection, was implemented with fidelity in the classroom. The teachers increased their use of the communication facilitation strategies in both types of routines, although rates of implementation were higher in play than in caregiving activities. The child participants increased their rates of communication during the 6-week intervention. Teachers maintained strategy use in a follow-up 3 months after the study.

Preparation of Early Childhood Special Educators for Inclusive and Interdisciplinary Settings.

Abstract: Both the Council for Exceptional Children (CEC) and its Division for Early Childhood (DEC) recognize that one of the critical factors in the provision of evidence-based practices for children with special needs and their families is a well-prepared workforce. Therefore, CEC has developed initial and advanced personnel standards to be used to design, implement, and evaluate preservice and advanced programs within colleges and universities and for national accreditation of those programs. They should also guide the development of in-service content and state certification policies. DEC's initial and advanced specialty sets include knowledge and skill statements that inform the CEC standards. Similarly, the National Association for the Education of Young Children and related services professional associations have promulgated personnel standards. With the trend toward inclusive and interdisciplinary service delivery for young children with special needs and their families, collaborations have developed across associations to align their standards for greater ease of use by relevant stakeholder groups. The development of these alignments and their potential application by higher education faculty, in-service providers, state policy makers, and researchers is discussed within the context of what the current research suggests regarding inclusive and interdisciplinary practices.

Maternal depression and early intervention: A call for an integration of services

Abstract: Depression is a serious disorder with severe and far-reaching consequences. Two decades of observational research have shown robust associations between maternal depression and adverse consequences on offspring (Campbell et al., 2004; Campbell, Matestic, von Stauffenberg, Mohan, & Kirchner, 2007; Campbell, Morgan-Lopez, Cox, & McLoyd, 2009; National Research Council & Institute of Medicine, 2009). Depressive symptoms may pose particular risk to infants and toddlers with neurodevelopmental disabilities, whose long-term outcomes depend heavily on the provision of Early Intervention (EI). EI is most effective with active parental engagement. Maternal depressive symptoms may reduce parental engagement, thereby limiting EI benefits to the child (Gaynes, Gavin & Meltzer -Brody, 2005; O'Hara & Swain, 1996). At present, maternal mental health is not directly addressed in EI. The purpose of this paper is to discuss the literature and significance of maternal depression and apply that evidence to mothers of children with developmental delays and disabilities. We conclude that maternal mental health and well-being is currently insufficiently addressed in the EI population. An increased integration of mental health and EI services is needed to serve the unique needs of families who face an increased risk of stress and depression while coping with their child's special needs.

Coaching Conversations in Early Childhood Programs: The Contributions of Coach and Coachee.

Abstract: Studies to date have linked early childhood (EC) coaching to child, family, and teacher outcomes but have not investigated “what” is happening in a coaching conversation. This exploratory study specifically unpacks nuances associated with the coaching conversation process and associations between the EC coaches' behaviors and coachees' participation during conversations. The results highlight conversation behaviors used by both EC coaches and coachees and how these behaviors may be associated with each other in building partnerships and promoting collaborative practices. The conversational behaviors of 24 EC coach–coachee dyads were investigated by reviewing videotaped sessions of their meetings using a reliable Early Childhood Coaching Conversations coding system. Results indicated much variability in the use of conversation behaviors. Bivariate correlations provided a hint of possible conversation behaviors associated with relationship building and a “shared ownership” process during coaching conversations. Implications for future work in research and practice are discussed.

Enhancing the Communication Abilities of Preschoolers at Risk for Behavior Problems. Effectiveness of a Parent-Implemented Language Intervention.

Abstract: Communication deficits are frequently associated with externalizing behavior problems in preschoolers but, in most cases, unsuspected in clinical practice. This exploratory study evaluated the effectiveness of a relatively brief parent-implemented language intervention on preschoolers at risk for behavior problems. Participants were randomly allocated either to an experimental group (n = 16) or to an untreated control group (n = 16). An intervention of eight group sessions, aiming at enhancing parent verbal responsiveness and communication strategies, was implemented over 2 months. Results showed that this intervention created several improvements such as an enhancement of parental responsiveness and a trend toward increased child referential communication abilities and decreased child behavior problems. These effects persisted 6 months after the intervention. Despite some limitations and the need for a replication of these results, the findings highlight the importance of preventive interventions on parent–child communication and interactions in supporting the communication needs of children with externalizing behavior difficulties.

An Integrated Literature Review of the Knowledge Needs of Parents with Children with Special Health Care Needs and of Instruments to Assess These Needs.

Abstract: The purpose of this integrative (including both quantitative and qualitative studies) literature review was to identify knowledge needs of parents of a child with special health care needs and to evaluate instruments to assess these needs. The content analysis of 48 publications revealed a vast amount of knowledge needs that were categorized into 9 categories: (a) knowledge about the condition or illness, (b) support, (c) treatment, (d) everyday care of the child, (f) the future, (g) how to explain the illness to others, (h) equipment, (i) organizational issues, and (j) the effect of the illness on the family. Several instruments to assess these needs are described. There is evidence that parents have various knowledge needs at different times of their children's life and it is important that these needs are assessed systematically. Professionals have many possibilities to provide information and education as it is needed by these parents.

Conventional Tests and Testing for Early Intervention Eligibility: Is There an Evidence Base?.

Abstract: Conventional tests and testing procedures are used predominately to determine eligibility for early intervention and early childhood special education programs and services. Such traditional tests must have critical attributes to ensure accurate and representative measurements of the capabilities of infants, toddlers, and preschool children who have developmental delays and disabilities. Researchers and critics have questioned the presumption that conventional tests have the requisite practice-based evidence to justify their use for early intervention eligibility. In this updated research synthesis, we reviewed the available research literature on the most frequently used conventional tests and found 44 studies exploring their technical adequacy related to eligibility determination; then, we identified and applied well-known early childhood professional standards for developmentally appropriate assessment to the research literature on these conventional tests/editions to determine their fit with early childhood intervention philosophy, purpose, and practices. The results of our qualitative study and research synthesis raise serious questions about the lack of critical qualities, field validation, and evidence base of conventional tests and testing to fulfill the purpose of early intervention eligibility determination. Implications for professional practices in early childhood intervention, particularly eligibility determination, are discussed with relevant perspectives on policy and research issues.

A Model for Increasing the Fidelity and Effectiveness of Interventions for Challenging Behaviors: Prevent-Teach-Reinforce for Young Children.

Abstract: A need exists for intervention strategies that are both effective in reducing challenging behaviors and practical for use by typical practitioners of early childhood care and education. In this article, we describe a model, Prevent–Teach–Reinforce for Young Children, which is based on extensive research and includes features designed to enhance fidelity of implementation by teachers and child care staff of toddlers and preschoolers. The article includes descriptions of the steps in the model and case stories that illustrate the model's implementation.

State Licensure/Certification Requirements for Personnel Serving Infants and Young Children with Special Needs and Their Families.

Abstract: The trend toward inclusive and interdisciplinary service delivery in early intervention and early childhood special education has propelled collaboration focused on aligning respective standards for personnel preparation across professional organizations (V. D. Stayton, 2015). Representing what a state deems to be the minimum parameters necessary to ensure a licensee is ready to practice, licensure requirements have historically been seen as a conduit for ensuring the availability of competent professionals (W. Geiger et al., 2014). Advocacy has focused on increasing congruence across competencies and licensure requirements to reflect the commonalities required of practice for all providers of services to young children with disabilities and their families. In an effort to document the current status of national licensure/certification requirements for professionals working in early childhood, the Early Childhood Personnel Center investigated state licensure parameters for 13 professional disciplines across all 50 states and the District of Columbia. Results indicate historic variance in licensure requirements persists within and between disciplines involved in the delivery of services to young children with disabilities and their families. Detailed findings and implications are discussed.

Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers with Hearing Loss.

Abstract: Children with hearing loss often experience communication and language delays that result in difficulties acquiring novel vocabulary and literacy skills. This research examined the effectiveness of using repeated storybook reading paired with explicit teacher instruction to teach novel vocabulary to young children with hearing loss who were receiving instruction with an oral approach. Data from a multiple baseline design across 4 children demonstrated that all children acquired the instructional vocabulary words, demonstrated generalization of the words in a novel situation, and maintained vocabulary for 2–4 weeks following intervention. Vocabulary that had not been explicitly taught was learned at a low rate across the 5 books. Implications for teaching young children with hearing loss and communication delays are discussed.

Using Signs to Facilitate Vocabulary in Children with Language Delays.

Abstract: The purpose of this article is to explore recommended practices in choosing and using key word signs (i.e., simple single-word gestures for communication) to facilitate first spoken words in hearing children with language delays. Developmental, theoretical, and empirical supports for this practice are discussed. Practical recommendations for choosing first word–sign pairs from both functional communication and developmental lexical perspectives are provided. A critical reflection of existing word–sign recommendations is undertaken to sharpen clinical decision-making skills. Implementation strategies from language and sign intervention literature are included with examples.

Speech-Language Pathology: Preparing Early Interventionists.

Abstract: The purpose of this article is to explain the role of speech–language pathology in early intervention. The expected credentials of professionals in the field are described, and the current numbers of practitioners serving young children are identified. Several resource documents available from the American Speech-Language Hearing Association are used to highlight guidelines for practice in early intervention. The roles and responsibilities of speech–language pathologists in early intervention are outlined including the knowledge and skills expected for practice. Shared practice competencies with other organizations focused on early intervention are presented. A case is made for interprofessional education (IPE) at both preservice and in-service levels to facilitate best practice in early intervention across disciplines. While preservice education with a specialty focus in early intervention is limited, IPE is offered as one option for preparing collaborative practitioners who can share responsibility for addressing the critical needs of young children and their families.

Occupational Therapy Contributions in Early Intervention: Implications for Personnel Preparation and Interprofessional Practice.

Abstract: Occupational therapy provides a unique contribution in early intervention programs for families and their children from birth to 3 years old who are at risk for, or who have, identified disabilities. This article describes occupational therapy's distinct value and presents the profession's perspective on services to enhance families' caregiving capacity and increase their young children's participation in home and community settings where all children typically grow, learn, and develop. Preservice education preparation that equips graduates to contribute as members of the collaborative team in infant and toddler programs addresses discipline-specific competencies, together with competencies that are shared among early intervention professionals. Interprofessional practice competencies that can inform thinking about these distinct and overlapping competencies among early intervention professions are discussed. Implications for entry-level education and continuing professional and interprofessional development are highlighted to suggest recommendations for competent occupational therapy practitioners who provide services in Part C early intervention programs. Additional research is needed to examine family and child outcomes associated with various team practices and service delivery models.

Rasch Analysis of the Routines-Based Interview Implementation Checklist.

Abstract: The Routines-Based Interview (RBI) is useful for developing functional outcomes/goals, for establishing strong relationships with families, and for assessing the family's true needs. In this study, the authors investigated the psychometric properties of the RBI Implementation Checklist, conducted by 120 early intervention professionals, specifically looking at the probability of correct responses on the items as a logistic function of the difference between the person and the item parameters. We selected Rasch analysis (Rasch, 1980) for this study so we could answer questions about both how the measure performed and how the interviewers performed and we related these performances to one another. Results indicate that scores on the RBI Implementation Checklist were reliable. The checklist could possibly benefit from more difficult items to measure the true performance of the few people who had scores higher than the most difficult items and also from additional items that focus on the family.

Promoting Professional Development for Physical Therapists in Early Intervention

Abstract: Early intervention service providers are expected to form cohesive teams to build the capacity of a family to promote their child's development. Given the differences in personnel preparation across disciplines of service providers, the Early Childhood Personnel Center is creating integrated and comprehensive professional development models for those who provide services for young children with disabilities and their families. To help guide this process, it is important to identify interdisciplinary competencies as well as the unique knowledge and skills that each discipline contributes to the development and implementation of effective intervention plans. This article describes personnel preparation of pediatric physical therapists from entry level to ongoing professional development. Topics include licensure requirements, specialist certification, and early intervention competencies. This article explains the unique knowledge and skills that pediatric physical therapists offer to the team as movement specialists. It also highlights particular challenges to professional development faced by novice and experienced physical therapists who work in natural environments. Finally, recommendations for personnel development, including structured mentorship, interdisciplinary and team-based learning, and strategies for knowledge translation, are suggested.

Effects of the Project Approach on Preschoolers with Diverse Abilities.

Abstract: Mixed methods were used to study the impact of the Project Approach, a curriculum component that can engage and motivate children to participate in learning activities, on the play behaviors and language development of preschoolers. Participants included 4 children with disabilities and 4 children identified as at-risk. Six adults received support to implement the Project Approach. Choice time was videotaped over 14 weeks to assess the impact of the Project Approach on play levels and MLUm. Results showed that play behavior and language development were positively affected following implementation of the Project Approach. In addition, adults perceived the Project Approach as having a positive impact on children's vocabulary development and play behavior. Limitations and suggestions for research and practice are discussed.

Assessing Adaptive Functioning in Preschoolers Referred for Diagnosis of Developmental Disabilities.

Abstract: Adaptive function is an essential dimension in the diagnosis of neurodevelopmental conditions in young children, assisting in determining the pattern of intellectual function and the amount and type of support required. Yet, little information is available on the accuracy of currently used adaptive function assessments for preschool children. This study compares the results of 2 commonly used assessments, the Adaptive Behavior Assessment System (ABAS-II) and the Vineland Adaptive Behavior Scales, Second Edition (Vineland-II), on a group of 52 preschoolers referred for investigation of delays in development. Standard scores on the Vineland-II were significantly higher than those on the ABAS-II, but both assessment scores could be used to identify patterns of adaptive functioning that would require support. The amount and type of support required could not be determined by standard scores on either assessment. Greater consistency between scales and grading the level of support required was achieved using age equivalent scores. Age equivalent scores on individual subscales showed motor and preacademic skills that were consistent with developmental level; performance on all other subscales was lower than developmental level. This study supports the use of standard scores to identify significant impairment in adaptive function and age equivalent quotient scores to describe the amount and area of support required.

Group Parent Training Combined with Follow-Up Coaching for Parents of Children with Developmental Delays.

Abstract: The purpose of this study was to examine the relation between group training using an abbreviated version of the Incredible Years parent training with family coaching and positive parenting practices. Two at-risk mothers and their young children with disabilities participated in the study. Both mothers were enrolled in a group parent training program through their local early intervention agency. This study extends the research on parent training by examining the relation between group training with individualized, evidence-based coaching and positive parenting practices for parents of children with developmental disabilities. Results suggest coaching combined with group training is related to low to moderate increases in positive parenting practices. More intensive, individualized coaching for at-risk parents might maximize treatment outcomes of group parent training programs.

Achievement Together: The Development of an Intervention Using Relationship-Based Strategies to Promote Positive Learning Habits.

Abstract: This pilot study describes the development and initial implementation of a treatment program that uses relationship-based techniques as a basis for promoting characteristics important in learning and emotional regulation. A case example has been included as an illustration of the theoretical framework of this intervention, along with preliminary results of therapy outcomes. This pilot intervention was designed to address the needs of diverse families in a community mental health setting. The main purpose of this intervention was to promote school readiness and adaptive characteristics in a child by improving parent–child interaction patterns during play and learning activities. These day-to-day experiences between the parent and the child were seen as part of the foundation for how a child will approach forming relationships and managing challenges in the future. Intervention methods targeted the relationship, individual child and parent factors, and the home environment. Data were collected on the parent–child relationship during play and learning activities, child behaviors observed in the home during play and learning activities, reported parental stress, and reported child behaviors. Preliminary results from this case implementation indicate that integrating relationship-based methods in the contexts of play and challenging learning activities may be an effective way to foster emotional and behavioral regulation and promote characteristics important in learning and future success.

Teachers' Perception of Children's Behavioral Adjustment in Tanzanian Preprimary Schools and Their Relationship to Teachers' Cultural Beliefs Regarding Obedience, Cooperation, and Play.

Abstract: This article addresses teachers' perception of behavioral adjustment in preprimary school children and how they relate to teachers' cultural beliefs and to the behavioral management strategies used by the teachers. The sample consisted of 120 preprimary teachers from 60 schools in 3 regions of the mainland of Tanzania. Teachers' perception of children's behavioral adjustment and teachers' behavioral management strategies were reported by teachers through interviews, whereas teachers' cultural beliefs were measured by questionnaires. About 70% of the teachers perceived children to display externalizing behaviors in class, which ranged from moderate (13%) to high (60%) proportions of children, and teachers reported applying supportive and restrictive behavioral management strategies to stimulate behavioral adjustment in children. Teachers' use of a restrictive behavioral management strategy was positively related to teachers' perception of children's externalizing behaviors. Furthermore, children in urban schools were perceived to display more externalizing behaviors than children in rural schools. It is argued that current urbanization processes are affecting traditional, collectivist educational strategies in Tanzania. Implications for future research and educational policy are discussed.

Experiences of Early Transdisciplinary Teams in Pediatric Community Rehabilitation.

Abstract: Although a transdisciplinary approach (TA) is considered best practice for children aged 0–3 years, there is limited information for professionals on how to successfully implement TA services. Using qualitative inquiry, in-depth interviews were conducted to explore the experiences of 6 service providers and managers who took part in early implementation of 2 pilot transdisciplinary teams. Although sought, no parents were recruited. Data were condensed by a system of coding and developed into inductive themes. The study findings reveal 3 main themes that captured the experiences of stakeholders. The primary theme is ensuring alignment with organizational values when guiding teams through change. The second theme is the awareness that is needed for managing change when an organization is going through a transformation. The third theme is valuable learning occurs throughout the change process. For early intervention service providers and managers, the study findings emphasize the importance of ensuring participants' awareness of change management processes while staying true to organization values when developing new team structures. Balancing theoretical knowledge acquisition and practical learning opportunities is essential when learning a new service delivery approach. Further attempts to explore the involvement of parents within collaborative teams are recommended.

Children's Initiations and Teachers' Responses in Regular Preschool Classrooms in Taiwan

Abstract: This study investigates teacher responses in Taiwan to children's initiations in regular classrooms and the differences between children with and without developmental delays. The sample consisted of 107 teacher–child dyads, including 53 children with developmental delays and 54 typically developing peers. Teacher–child interactions were videotaped during group activities. The results indicated that children with developmental delays initiated interactions as much as their typical peers and that teachers reciprocated to both groups with similar degrees of responsiveness. Children's initiations were positively and significantly associated with teachers' responses, regardless of the presence of the social intent. Based on the multiple regression analysis, 23.1% of the initiation variance was accounted for, which was statistically significant. This study provides evidence of the impact of teachers' responsiveness on children's initiations and suggests the need for early childhood teachers to increase their levels of responsiveness to children's initiations.