Showing papers in "Topics in Early Childhood Special Education in 1992"
TL;DR: In this article, a sample of 221 children (102 females, 119 males) were tested in kindergarten with a battery of tests that included measures of phonological awareness, phonological coding in lexical access, and coding in working memory.
Abstract: A sample of 221 children (102 females, 119 males) were tested in kindergarten with a battery of tests that included measures of phonological awareness, phonological coding in lexical access, and coding in working memory. Reading skill was measured in third grade with a group-administered achievement test (vocabulary and comprehension), and children were classified as severely disabled, poor, average, or superior readers. Of the 19 possible kindergarten predictors, only rapid naming of letters, general ability, and discrimination of beginning sounds within words significantly contributed to the prediction of reading outcome. With general ability removed from the analysis, rapid letter naming, beginning sound discrimination, and auditory conceptualization predicted reading outcome. These three measures were very accurate in predicting reading outcome for the extremely poor and superior readers. The false negative rate was low but the false positive rate was quite high. These results suggest that the diagnos...
226 citations
TL;DR: This paper used a family strengths or "normality" perspective to investigate three issues regarding parent-related and child-related parenting stress, as measured by the Parenting Stress Index (PSI) (Abidin, 1990).
Abstract: The parenting stress of families who have a child with a disability is an area receiving considerable research. The present study used a family strengths or “normality” perspective to investigate three issues regarding parent-related and child-related parenting stress, as measured by the Parenting Stress Index (PSI) (Abidin, 1990). A large sample (n = 725) of families who had a young child with disabilities participated. A comparison of parent-related and child-related parenting stress between the sample of families with a child with disabilities and the PSI normative sample was conducted. The distribution of PSI scores for the sample of families of children with disabilities was examined for statistical normality, and normative data for these families were presented. An item analysis was conducted on child-related parenting stress to examine issues regarding its construct validity for families of children with disabilities. Issues regarding the use of stress measures and to the construct of child-related...
112 citations
TL;DR: In this paper, the authors put intelligence testing in early intervention "on trial" and presented six major presumptions that underlie the use of early intelligence tests are presented and disputed, including early intelligence, reliability, prediction, standardized administration, professional acceptability, utility for decision making, and congruence with P.L. 99--457.
Abstract: A legal-like format is employed in this article to put intelligence testing in early intervention “on trial”. Six major presumptions that underlie the use of early intelligence tests are presented and disputed. The concerns center on the construct of early intelligence, reliability, prediction, standardized administration, professional acceptability, utility for decision making, and congruence with P.L. 99--457. Logic and evidence are marshaled to refute each presumption. In the summation and closing arguments, we urge professional solidarity in opposing the continued unwarranted use of intelligence testing in early intervention.
80 citations
TL;DR: Using published results, a reanalysis of the studies was performed to include sensitivity, specificity, positive predictive value, relative risk ratio, and odds ratio, suggesting a paradigm shift away from longitudinal studies for screening instrument testing.
Abstract: Epidemiological techniques were used to reanalyze selected published studies that had screened preschool or kindergarten children. Subjects had been longitudinally tracked to determine results of the screens through the identification of educationally at-risk children. Using published results, a reanalysis of the studies was performed to include sensitivity, specificity, positive predictive value, relative risk ratio, and odds ratio. A comparison of these values was used to discuss and compare the predictive validity and risk indices of the studies. Further interpretation suggested a paradigm shift away from longitudinal studies for screening instrument testing. Methodological considerations emphasizing risk analysis and design modifications are discussed.
69 citations
TL;DR: In this article, a wide range of literature on cultural differences is used to identify five areas of potential dissonance between professionals and families from culturally diverse backgrounds: interpretations of the meaning of disability; concepts of family structure and identity; goals of education; parent-child interaction, and communication style.
Abstract: This article presents a discussion of the need for early interventionists to develop awareness of certain cultural assumptions underlying their practice. A wide range of literature on cultural differences is used to identify five areas of potential dissonance between professionals and families from culturally diverse backgrounds: interpretations of the meaning of disability; concepts of family structure and identity; goals of education; parent-child interaction, and communication style. It is argued that awareness of one's own cultural beliefs in these areas is an essential first step in developing effective collaboration with culturally different families.
67 citations
TL;DR: The authors investigated the effectiveness of a simultaneous prompting procedure in teaching expressive word recognition to preschool children and found that the procedure was effective for three of the four children, two typically developing, one with a physical disability, and one with mild developmental delays.
Abstract: This study investigated the effectiveness of a simultaneous prompting procedure in teaching expressive word recognition to preschool children. Four children, two typically developing, one with a physical disability, and one with mild developmental delays, served as subjects. The effectiveness of a simultaneous prompting procedure was evaluated through the use of a multiple probe design. Results indicate that the procedure was effective for three of the four students. These students acquired the behaviors in a near-errorless fashion, with a mean of 1.3% training errors. These students maintained the target behaviors at high rates up to 6 weeks after training and generalized the responses across stimulus materials, with an overall mean of 91% accuracy.
67 citations
TL;DR: This paper examined the relationship between maternal perceptions of family coping strategies and family strengths in Hispanic, African-American, and Caucasian families of families of different ethnicities and ethnicities of the United States.
Abstract: The purpose of this study was to examine the relationship between maternal perceptions of family coping strategies and family strengths in Hispanic, African-American, and Caucasian families of youn...
64 citations
TL;DR: In this article, the first-year results of a 5-year longitudinal study of parental attitudes toward preschool mainstreaming in school-age programs were discussed, and it was found that parents of typical children and the parents of children with disabilities in the mainstream settings indicated greater satisfaction with their child's involvement in a mixed grouping of children, and stronger opinion that this involvement influenced their children's development, than did their counterparts in the segregated settings.
Abstract: Recent studies concerning parental attitudes toward preschool mainstreaming indicate a favorable disposition toward this arrangement by parents of typical children and those of children with disabilities in mainstreamed settings. This study seeks to replicate and extend these findings. Discussed are the first-year results of a 5-year longitudinal study of parental attitudes toward mainstreaming in school-age programs. Surveyed were 230 parents. Results indicated that the parents, regardless of their child's preschool placement in a mainstreamed or segregated program, held very favorable opinions toward mainstreaming. However, the parents of typical children and the parents of children with disabilities in the mainstream settings indicated greater satisfaction with their child's involvement in a mixed grouping of children, and stronger opinion that this involvement influenced their child's development, than did their counterparts in the segregated settings. Correlations of these results with length of time...
63 citations
TL;DR: In this paper, the differences between the educational philosophy and procedures used in early childhood education and early childhood special education (ECSE) are compared and a rationale for examining how the ECE model can be adapted to meet the needs of children with disabilities is provided.
Abstract: This article contrasts the differences between the educational philosophy and procedures used in early childhood education (ECE) and early childhood special education (ECSE). ECE emphasizes child-directed instruction that is based on children's choices and interests and is embedded in children's play. ECSE emphasizes teacher-directed activities that promote the acquisition of specific developmental skills. We propose that there is insufficient evidence to claim that the ECSE model is essential to the developmental functioning of children with disabilities. In contrast, recent research on parent--child interaction points to the potential benefits of ECE procedures. Findings from this research provide a rationale for examining how the ECE model can be adapted to meet the needs of children with disabilities.
59 citations
TL;DR: Although the level of children's disability when controlling for socioeconomic status had virtually no association with FES scores, families identified as “distressed” were more likely to be of lower SES and have children with more severe disabilities.
Abstract: This investigation studied the family environments and social support of a national sample of families of young children with handicaps currently enrolled in early intervention programs. The study was designed to describe the status of these families with regard to these issues; to determine whether the functioning of these families was related to the nature of the child's disability; and to determine how family functioning related to mothers' needs for early intervention services. The general pattern of Family Environment Scale (FES) (Moos, 1974) scores was comparable to that reported for an FES normative sample. Although the level of children's disability when controlling for socioeconomic status (SES) had virtually no association with FES scores, families identified as “distressed” were more likely to be of lower SES and have children with more severe disabilities. Parents of children with disabilities had high levels of needs for a variety of services from their children's early intervention program. ...
55 citations
TL;DR: In this article, the authors explore common criticisms of behaviorism and present reactions to them and identify and describe the critical features of the behavioral approach and their similarities to early childhood special education.
Abstract: A consistent and persistent devaluation and misunderstanding of behaviorism, the behavioral approach, and its application to early childhood special education exists among many professionals in the field. In this article we explore common criticisms of behaviorism and present reactions. In addition, we identify and describe the critical features of the behavioral approach and their similarities to early childhood special education. Finally, we provide examples of the influence and application of the behavioral perspective in early childhood special education. In the conclusion of this discussion, we assert that the behavioral perspective has contributed substantially to improving the lives of young children with developmental delays and disabilities and their families. As such, behaviorism has utility in the design and implementation of early childhood special education services.
TL;DR: In this article, the authors explored how parents and professionals understand time usage as a resource and constraint in the lives of families with children, and explored how time is a fundamental resource for families.
Abstract: Time is a fundamental resource and constraint for families. In this study we explored how parents and professionals understand time usage as a resource and constraint in the lives of families with ...
TL;DR: A reaction to Carta, Schwartz, Atwater, and McConnell (1991) is given to shed light on the meaning of developmentally appropriate practice (DAP) for early childhood education.
Abstract: A reaction to Carta, Schwartz, Atwater, and McConnell (1991) is given to shed light on the meaning of developmentally appropriate practice (DAP) for early childhood education (ECE) and for early ch...
TL;DR: In this paper, the authors focus on the goals of expanding the quantity and enhancing the quality of existing services in early intervention, and propose a unification between the fields of early child health and early intervention.
Abstract: Issues of critical current concern in early intervention focus on the goals of expanding the quantity and enhancing the quality of existing services. Unification between the fields of early childho...
TL;DR: This article explored the many facets of the contemporary family in the United States, including how families are defined and the variation among families on dimensions such as structure, size, and ethnic and linguistic characteristics.
Abstract: Families are as diverse as the individuals within them. This article explores the many facets of the contemporary family in the United States, including how families are defined and the variation among families on dimensions such as structure, size, and ethnic and linguistic characteristics. Further, the impact of sociohistorical factors, such as poverty, are discussed in terms of their influence on family functioning and life-style. The implications of models of child development also are examined and policy recommendations are considered in light of these diverse family characteristics and family needs.
TL;DR: The authors presents philosophical, legal, moral, economic, and empirical bases to support educating teachers who are qualified to teach both typically and atypically developing infants, toddlers, and preschoolers and to work with their families.
Abstract: This paper presents philosophical, legal, moral, economic, and empirical bases to support educating teachers who are qualified to teach both typically and atypically developing infants, toddlers, and preschoolers and to work with their families. Content for appropriately integrated teacher education curricula is proposed and certification standards are recommended. Efforts by three states to develop early childhood teacher education guidelines and certification plans that integrate the fields of general early childhood and early childhood special education are discussed.
TL;DR: Following a critique of conceptual and technical problems for developmental assessment, promising approaches to educational planning for young children are reviewed.
Abstract: With the advent of recent legislation (P.L. 99–457, amended by P.L. 101–476), practitioners must apply what is known regarding the amelioration of children's educational and psychological problems through early intervention. Early intervention holds considerable promise, but the benefits are far from guaranteed. There are many questions about the identification of children, their needs, and the qualities of appropriate services. Although the new legislation has provided a framework for the attainment of early intervention goals, practitioners must deal with fallible assessment techniques, difficult intervention decisions, and unknown outcomes for children. For many reasons, early intervention decisions are not well served by traditional developmental assessments. Following a critique of conceptual and technical problems for developmental assessment, we review promising approaches to educational planning for young children. The basics are founded on ecobehavioral analysis and principles of intervention design.
TL;DR: The characteristics and mediational influences of role division and social support were examined among 88 mothers of children with mental retardation, physical disabilities, or who were developmentally at risk as mentioned in this paper.
Abstract: The characteristics and mediational influences of role division and social support were examined among 88 mothers of children with mental retardation, physical disabilities, or who were developmentally at risk. This cross-sectional study was conducted with mothers and their children who were participants in an early intervention program. Each respondent completed four questionnaires as part of their participation in the study. The findings showed that (a) neither role characteristics (accumulation and satisfaction) nor social support varied as a function of child age or developmental status; (b) role accumulation differed as a function of maternal marital and employment status; (c) role satisfaction did not differ as a function of either marital status or employment status; (d) social support differed as a function of marital status but not employment status; and (e) intrafamily and extrafamily support had mediational influences on parent and family functioning beyond that due to other explainer variables...
TL;DR: A review of the available literature on the biological mechanisms and effects of cocaine exposure impacting pregnant women, the fetus, the neonate, and the infant can be found in this article.
Abstract: The paper reviews the available literature on the biological mechanisms and effects of cocaine exposure impacting pregnant women, the fetus, the neonate, and the infant. The potential causal mechanisms for neural damage to the fetus are quite robust; however, the empirical literature does not support an inevitable developmental consequence for infants exposed in utero to cocaine. The most impaired of the cocaine-exposed infants do not seem to differ, behaviorally, from other groups of neurologically impaired infants. However, the infant exposed to cocaine in utero may have the added disadvantage of a dysfunctional caregiving environment focused more on drug habit maintenance than on caretaking. This combination of biological vulnerability and caretaking inadequacy increases the odds that a child will be a “caretaking casualty.” Classifications of children are useful only if they organize and name individuals with the same biological or behavioral characteristics. The classification of infants and young ch...
TL;DR: A rationale for and benefits of integration of preschoolers with severe disabilties are discussed and possible strategies for effective integration and future issues are highlighted.
Abstract: After several years, the integration of preschoolers with severe disabilities remains a controversial issue. Integration is a complex and active process involving more than merely placing the child...
TL;DR: In this paper, a pyramid model of staff training is used to teach behavior management strategies to the staff of an integrated childcare center using instructions, modeling, role role and role assignment.
Abstract: In this study we describe and evaluate a pyramid model of staff training to teach behavior management strategies to the staff of an integrated childcare center. Using instructions, modeling, role p...
TL;DR: This article found that parents who viewed parent support and education as beneficial and whose children had definitive diagnoses were more likely to select participation in a variety of formal education and training than were parents of children with developmental delays.
Abstract: Twenty parents whose children were receiving early intervention services were provided with opportunities to participate in formal education and training in individualized family service planning. All parents received written information about the Individualized Family Service Plan (IFSP) and personally selected whether to participate in workshops or small discussion groups led by other parents of children with disabilities. The extent of participation in training activities varied dependent on parents' preferences. Parents who viewed parent support and education as beneficial and whose children had definitive diagnoses were more likely to select participation in a variety of formal training than were parents of children with developmental delays; however, no significant differences between the groups were found in comparisons of child characteristics. IFSPs of the 20 families and children were reviewed and analyzed to determine differences in the use of parent language in written statements of children's...
TL;DR: In this article, a descriptive pilot study of the marital, employment, and childcare status of a select sample of mothers of infants and toddlers participating in an early intervention program was conducted.
Abstract: This is a descriptive pilot study of the marital, employment, and childcare status of a select sample of mothers of infants and toddlers participating in an early intervention program. As compared to the general population, this sample had a slightly greater proportion of one-parent families. Although these mothers entered the labor force at approximately the same rate as women with children under age 3 years in the general population, their labor intensity was less, as evidenced by the greater proportion who were employed part time. As in the general population, the majority used their own or another home as site of childcare. Spouses provided a large proportion of care. The relevance of these types of data on mothers of children with handicaps is briefly discussed in terms of program planning and decision making.
TL;DR: In this paper, three theoretical models of early intervention practice are discussed in order to identify the common values that characterize each of them and to infer convergent principles that can guide professional practice.
Abstract: Three theoretical models of early intervention practice are discussed in order to identify the common values that characterize each of them. Although the developmental, functional, and biological models were each developed by different sets of practitioners and for different purposes and populations of children, it is possible to infer convergent principles that can guide professional practice. Previous assumptions that these models are discrete are questioned, and two examples of convergent paradigms are analyzed in light of the common values identified here.
TL;DR: In this article, a conceptual critique of the effort to define and judge early intervention in terms of the extent to which it is family-centered is provided, and the authors provide a conceptual analysis of early intervention as a family-centric intervention.
Abstract: This article provides a conceptual critique of the effort to define and judge early intervention in terms of the extent to which it is family centered. Transactional models of child development hav...
TL;DR: In this article, the appropriateness of using cognitive referencing as a method to determine children's eligibility for language and motor services is examined in light of current theory and empirical evidence.
Abstract: The article questions the appropriateness of using cognitive referencing as a method to determine children's eligibility for language and motor services. Theoretical assumptions underlying the model are reviewed, and the validity of the practice is examined in light of current theory and empirical evidence. We conclude that the model of cognitive referencing is not consistent with current theoretical formulations. In addition, empirical findings examining the validity of the practice do not give support to the model. We caution practitioners against the adoption of a model that results in the exclusion of children from services until more thorough empirical examination is available on the appropriateness of the practice.
TL;DR: In this paper, a study was conducted to determine if four preschoolers might be taught to use self-monitoring to increase on-task behavior during independent readiness tasks and to maintain that behavior when external controls were faded.
Abstract: The purpose of this study was to determine if four preschoolers might be taught to use self-monitoring to increase on-task behavior during independent readiness tasks and to maintain that behavior when external controls were faded. Results of this multiple baseline across subjects study yielded two major conclusions. Preschoolers can be taught to use self-monitoring as a strategy to increase on-task behavior during readiness tasks and are able to maintain the targeted behavior upon removal of the prompts. It is proposed that self-monitoring be used with preschool-age children who display undeveloped on-task behavior and who are preparing to enter kindergarten.
TL;DR: For children with hearing loss, the preschool period offers a prime opportunity for educationally significant problems in addition to impaired hearing, such as learning disabilities, to be identified and for an educational plan to be implemented.
Abstract: In recent years, there has been increasing concern about the identification of, and provision of appropriate services to, children with hearing impairment and learning disabilities (HILD). Although at present it is unclear just what percentage of children with HI also might have educationally significant learning problems, results from limited survey research within the sparse literature on students with multiple disabilities and HI (MDHI) provide evidence that such a group exists and that a significant portion of the school-age population with HI falls within the HILD subgroup. For children with hearing loss, the preschool period offers a prime opportunity for educationally significant problems in addition to impaired hearing, such as learning disabilities, to be identified and for an educational plan to be implemented. This article presents information on the characteristic etiologies, estimated prevalence, aspects of identification and educational programming, and an agenda for practice and research wi...
TL;DR: The Infant Parent Social Interaction Code (IPSICI) as discussed by the authors is an objective instrument for assessing infant-parent interaction, which provides a means for measuring four pare...
Abstract: The purpose of the project was to develop an objective instrument for assessing infant-parent interaction. The Infant Parent Social Interaction Code (IPSIC) provides a means for measuring four pare...
TL;DR: In this paper, the authors explore the issues concerning the adaptation of school-based service delivery concepts for use in early childhood special education programs and discuss the dangers of labeling and low expectation sets, repeated failure to demonstrate movement through a continuum of services (particularly to least restrictive environments), and the efficacy of early intervention and schoolbased special services for those with mild or suspected developmental disabilities.
Abstract: The purpose of this article is to explore the issues concerning the adaptation of school-based service delivery concepts for use in early childhood special education programs. The use of categorical labels for determining eligibility for preschool children is not required by law—and may be detrimental. The following concerns are discussed: (a) definitional issues in learning disabilities versus low achievement, (b) the dangers of labeling and low expectation sets, (c) repeated failure to demonstrate movement through a continuum of services (particularly to least restrictive environments), and (d) the efficacy of early intervention and school-based special services for those with mild or suspected developmental disabilities. Research is reviewed concerning definitional and assessment issues utilizing learning disabilities as a construct. Alternatives for describing the characteristics of young children who are significantly at risk or developmentally delayed are provided.