Journal of Early Intervention recent issues

Motor Development in Canadian Infants of Asian and European Ethnic Origins

Mayson, T. A., Backman, C. L., Harris, S. R., Hayes, V. E. — Thu, 30 Jul 2009 12:30:54 PDT

Ethnic origin is one factor that may influence the rate or sequence of infant motor development, interpretation of screening test results, and decisions regarding early intervention. The primary purpose of this study is to compare motor development screening test scores from infants of Asian and European ethnic origins. Using a cross-sectional design, the authors analyzed Harris Infant Neuromotor Test (HINT) scores of 335 infants of Asian and European origins. Factorial ANOVA results indicated no significant differences in test scores between infants from these two groups. Although several limitations should be considered, results of this study indicate that practitioners can be relatively confident in using the HINT to screen infants of both origins for developmental delays.

Television Viewing and Symptoms of Inattention and Hyperactivity Across Time: The Importance of Research Questions

Stevens, T., Barnard-Brak, L., Yen To, — Thu, 30 Jul 2009 12:30:54 PDT

The importance of well-specified research questions in the evaluation of early predictors of later inattention and hyperactivity is examined. In an analysis of a nationally representative sample of 2,717 children aged 4 to 10, latent growth trajectories for television viewing and inattention and hyperactivity are determined and the relationship of the two constructs examined. Analyses reveal a logistic latent growth model as the best description of the trajectory of television viewing across time, whereas a quadratic trend represents the best portrayal of the trajectory for symptoms of inattention and hyperactivity. Results do not support the presence of a meaningful relationship between television viewing and inattention and hyperactivity, which is inconsistent with previous findings from the same data set. The importance of the nature of well-specified research questions and the need to use contemporary longitudinal evaluation techniques to avoid misleading conclusions based on limited analyses and results are discussed.

Contributing Factors to South Korean Early Childhood Educators' Strategies for Addressing Children's Challenging Behaviors

Yeon Ha Kim, , Stormont, M., Espinosa, L. — Thu, 30 Jul 2009 12:30:54 PDT

Early childhood educators should be prepared to intervene when children demonstrate challenging behaviors. Researchers have reported many factors that may influence teachers' behavior management strategies. The primary purpose of this study was to investigate the relationships among specific program, teacher, and child factors and teachers' strategies for addressing young children's challenging behaviors. The second purpose of this study was to determine if the factors identified by researchers with young children and their teachers in the United States extends to teachers and young children in South Korea. The participants in this study included a sample of 236 preschool and child care center teachers serving children in South Korea. To measure teachers' reported strategies for addressing challenging behaviors, we developed the Teacher Strategy Questionnaire (TSQ). Findings from this study indicated that program, teacher, and child factors contributed to teachers' strategies for addressing challenging behaviors. Specifically, teachers' beliefs regarding developmentally appropriate practices, center level support, and severity of children's challenging behaviors were associated with reported strategies for addressing problem behaviors.

Social StoriesTM Improve the On-Task Behavior of Children With Language Impairment

Schneider, N., Goldstein, H. — Thu, 30 Jul 2009 12:30:54 PDT

On-task behaviors are examined for three elementary-aged children who had impaired language and challenging behaviors that compromised their classroom participation and inclusion. A multiple-baseline design across participants was used. Each participant showed improvements in on-task behavior following Social Story^TM intervention. Participants generalized and maintained their behaviors following the end of intervention. Results indicate a large effect size and that Social Stories^TM might be an effective strategy for increasing on-task behavior for children with impaired language.

A Longitudinal Examination of Father Involvement With Children With Developmental Delays: Does Timing of Diagnosis Matter?

Dyer, W. J., McBride, B. A., Jeans, L. M. — Thu, 30 Jul 2009 12:30:54 PDT

With a representative sample of U.S. children born in 2001, growth curve modeling was used to investigate the association between father—child involvement and the developmental status of the child. Three groups of children, which varied by timing of developmental delay diagnosis, were compared for father involvement trajectories. These groups of children were compared with each other as well as to a group of children without developmental delays. Group comparisons indicate many more similarities than differences, and implications for service providers are discussed.

Confirmatory Factor Analysis of a Family Quality of Life Scale for Families of Kindergarten Children Without Disabilities

Zuna, N. I., Selig, J. P., Summers, J. A., Turnbull, A. P. — Thu, 19 Mar 2009 11:47:02 PDT

Recently, within the field of special education, attention has been accorded to the conceptualization and measurement of family outcomes. The Family Quality of Life (FQOL) Scale is an instrument that can be used to measure family outcomes for families who have children with disabilities, and it has been demonstrated to have psychometric validity. To expand the usability of the FQOL Scale, the authors tested its measurement properties for families of kindergarten children without disabilities. Results from this new population of interest indicated adequate fit of the sample data to the theoretical model. Policy and program implications are discussed.

Effects of Teacher-Encouraged Physical Activity on Preschool Playgrounds

Brown, W. H., Googe, H. S., McIver, K. L., Rathel, J. M. — Thu, 19 Mar 2009 11:47:02 PDT

Increased numbers of young children who are overweight have become a significant health problem in the United States. Public health investigators have hypothesized that increased caloric intake and low levels of physical activity may be associated with the troubling trend of weight problems among children. To enhance preschool children's moderate to vigorous physical activity on playgrounds the authors develop, implement, and evaluate two practical teacher-implemented activities. Direct observations of five children in two preschool programs during teacher-implemented activities indicate increased moderate to vigorous physical activity on intervention days relative to nonintervention days (i.e., business-as-usual conditions). The results and implications for preschool practitioners are discussed.

Intervention With African American Premature Infants: Four-Month Results of an Early Intervention Program

Thu, 19 Mar 2009 11:47:02 PDT

This study evaluates the efficacy of an early intervention program targeting African American mothers and their premature, low birth weight infants at 3 to 4 months' corrected age from four neonatal intensive care units, 173 families are recruited (84 intervention, 89 control). The 8-session, 20-week intervention consists of a psychoeducational video, serial administrations of the Brazelton Neonatal Behavioral Assessment Scale, and maternally administered infant massage. At postintervention, intervention mothers have higher maternal self-efficacy than control. Extremely low birth weight (ELBW) intervention infants have significantly higher Bayley Mental Development Index (MDI) scores than ELBW control infants, but no intervention effects are observed among heavier preterm infants. Among infants of families living above federally established poverty thresholds, intervention infants have higher MDI scores than control infants. No intervention effects were found for infants of families living in poverty. Findings emphasize the importance of considering meaningful moderators in evaluations of early intervention effects.

The CUIDAR Early Intervention Parent Training Program for Preschoolers at Risk for Behavioral Disorders: An Innovative Practice for Reducing Disparities in Access to Service

Thu, 19 Mar 2009 11:47:02 PDT

Researchers report mental health disparities that indicate that children and families with the highest need for services often are less likely to use them. Only a few investigators have focused on service delivery models to address underuse of services. This study examines the Children's Hospital of Orange County (CHOC)/University of California, Irvine (UC Irvine) Initiative for the Development of Attention and Readiness (CUIDAR) model of service delivery in reducing disparities in access to and use of services and in decreasing child behavior problems in a community-based study with 169 self-referred, low-income, and predominantly minority families. The findings indicate that among minority families, CUIDAR is both more accessible and more equitably used than local, publicly funded mental health services. Among Latinos, attendance rates are higher when services are provided in Spanish. Parents report significant improvements in overall child difficulty and conduct problems. In addition, parents report high levels of satisfaction with the program.

Level and Intensity of Early Intervention Services for Infants and Toddlers With Disabilities: The Impact of Child, Family, System, and Community-Level Factors on Service Provision

Hallam, R. A., Rous, B., Grove, J., LoBianco, T. — Thu, 19 Mar 2009 11:47:02 PDT

Data from a statewide billing and information system for early intervention are used to examine the influence of multiple factors on the level and intensity of services provided in a state early intervention system. Results indicate that child and family factors including entry age, gestational age, Medicaid eligibility, access to third party insurance, and children's developmental skill areas influence the level and the intensity of early intervention services provided. In addition, findings show that county demographic factors also influence service provision, specifically the interaction between rural and poverty status. Implications for social policy are discussed.

Eligibility Determination Using a Curriculum-Based Assessment: A Further Examination

Fri, 21 Nov 2008 15:35:03 PST

This study examined the accuracy of a curriculum-based assessment for use during the eligibility process for Individuals with Disabilities Education Improvement Act (IDEA) services. The study extended a previous investigation in which performance scores of children without disabilities on the Assessment, Evaluation, and Programming System (AEPS) were used to set cutoff scores at 6-month age intervals. These cutoff scores were then tested for service eligibility classification accuracy. The present study specifies and examines cutoff scores at more specific age intervals and performance domains. Present study findings largely replicated results of the original study. The AEPS cutoff scores were found to accurately classify most eligible children but did overidentify some ineligible children. The data from these two studies suggest that, to the extent allowed by state criteria, early intervention/early childhood special education personnel may be able to use the AEPS test as a valid assessment tool while qualifying children for IDEA services.

Understanding Self-Determination and Families of Young Children With Disabilities in Home Environments

Brotherson, M. J., Cook, C. C., Erwin, E. J., Weigel, C. J. — Fri, 21 Nov 2008 15:35:03 PST

This article is about emergent self-determination for young children with disabilities in their home environments. The purpose of this study was to better understand family and home characteristics and how they influence the ways in which families can support the development of self-determination for their children with disabilities. Thirty families of young children with disabilities were interviewed, and their homes were systematically observed. Using a grounded theory design, an emergent model was developed that examined family and home context and the influence of context on the strategies that families used to support self-determination. Future research and practice implications of this research for supporting families are discussed.

Maternal Sensitivity and Communication Styles: Mothers With Depression

Hwa-Froelich, D. A., Loveland Cook, C. A., Flick, L. H. — Fri, 21 Nov 2008 15:35:03 PST

Women living in poverty are at increased risk for depression, especially during their childbearing years. Whereas poverty has known adverse effects on children's cognitive, social, and communication development, maternal depression may place these children at additional risk of developmental delays. The maternal sensitivity of mothers with and without depression and its relationship to maternal–child communicative patterns was investigated. We analyzed cross-sectional data on a sample of 23 African American and Caucasian mother–child dyads (13 with and 10 without depression) living in poverty, drawn from a prospective cohort study. Maternal depression was identified using the Diagnostic Interview Schedule–IV based on diagnostic criteria from the Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Language samples of maternal–child interaction were analyzed using measures of maternal sensitivity, speech acts, and mother–child interchanges. Significant differences in maternal sensitivity, as well as different patterns of relationships between sensitive and communicative behaviors, were found between the groups. Early childhood professionals need to be aware of the effects maternal depression has on communicative interactions and children's development.

Effects of an Embedded Phonological Awareness Intervention During Repeated Book Reading on Preschool Children With Language Delays

Ziolkowski, R. A., Goldstein, H. — Fri, 21 Nov 2008 15:35:03 PST

Efficacy of an explicit phonological awareness intervention embedded within repeated shared book reading with preschool children from low-income backgrounds with language delays was investigated. A multiple-baseline design across behaviors assessed the effects of phonological awareness training on rhyme and letter-sound knowledge with 13 preschool children with language delays from high-poverty communities. Rhyme intervention improved children's rhyme production and rhyme identification. Initial sound intervention enhanced children's alliteration and initial sound fluency skills. These effects were replicated within and across all 13 participants. Classroom teachers perceived meaningful changes in rhyme and letter-sound production. Interventionists and teachers reported high satisfaction with the procedures. Embedding an explicit phonological awareness intervention into repeated storybook reading resulted in improved emergent literacy skills for children at high risk for reading disorders.

The Early Start Denver Model: A Case Study of an Innovative Practice

Vismara, L. A., Rogers, S. J. — Fri, 21 Nov 2008 15:35:03 PST

Intervention was implemented with an infant identified at 9 months of age with a behavioral profile consistent with autistic spectrum disorder. The intervention approach, the Early Start Denver model, consisted of a 12-week, 1.5-hr-per-week individualized parent–child education program. Results of this case study demonstrated that the parent acquired multiple teaching tactics that were associated with growth in the infant's social communication behaviors. Improvements were also noted with respect to the severity of behavioral indicators related to autism between 18 and 24 months of age. Findings are discussed in relation to providing an intervention model that may equip parents with the necessary intervention skills to engage, communicate with, and teach their very young children with or at risk for autism.

Preparing Head Start Personnel to Use a Curriculum-Based Assessment: An Innovative Practice in the "Age of Accountability"

Grisham-Brown, J., Hallam, R. A., Pretti-Frontczak, K. — Tue, 05 Aug 2008 15:53:33 PDT

The purpose of this investigation was to evaluate technical assistance and training of Head Start teachers and assistant teachers on the use of a contemporary curriculum-based assessment. A description of the technical assistance process used and the procedures for determining interrater agreement and assessment fidelity are presented. During the study, participating practitioners reliably scored assessment protocols and administered the curriculum-based assessment with fidelity within their classrooms.

Convergent Validity of the Early Childhood Behavior Problem Screening Scale

Griffith, A. K., Nelson, J. R., Epstein, M. H., Pederson, B. — Tue, 05 Aug 2008 15:53:33 PDT

This study examined the convergent validity of the parent and teacher versions of the Early Childhood Behavior Problem Screening Scale (ECBPSS) with the Child Behavior Checklist (CBCL) and the Caregiver-Teacher Report Form (C-TRF), respectively. Data were collected on a sample of preschool and kindergarten students (n = 149) from two medium-sized cities in the Midwest. Analyses of both the parent and teacher versions of the ECBPSS were correlated with the corresponding Internalizing, Externalizing, and Total Problem scale scores of the CBCL and the C-TRF. The present findings and future research directions and limitations are discussed.

The Early Intervention Parenting Self-Efficacy Scale (EIPSES): Scale Construction and Initial Psychometric Evidence

Guimond, A. B., Wilcox, M. J., Lamorey, S. G. — Tue, 05 Aug 2008 15:53:33 PDT

The psychometric properties of an instrument designed to measure parenting efficacy within the context of early intervention, the Early Intervention Parenting Self-Efficacy Scale (EIPSES), were explored. One hundred seventeen caregivers of children receiving early intervention services completed the 20-item EIPSES. The scale was reduced to 16 items with an internal reliability coefficient of .80. Preliminary factor analyses revealed a 2-dimensional structure for the EIPSES, one related to Parent Outcome Expectations and a second reflecting Parent Competence, together accounting for 37% of the variance. The Parent Outcome Expectations factor was conceptualized as a measure of parents' beliefs in the role of environmental influences, such as early intervention, on children's development. The Parent Competence factor was conceptualized as parents' beliefs in their abilities to promote children's developmental outcomes. Subscale reliability analyses and correlations among related constructs provide initial support for the utility of the EIPSES in assessing task-specific early intervention–related parental self-efficacy.

Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States

Hemmeter, M. L., Santos, R. M., Ostrosky, M. M. — Tue, 05 Aug 2008 15:53:33 PDT

This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe graduates are to address these issues, and resources that might be useful to better prepare graduates to work with children with challenging behavior. Of the 225 surveys that were mailed, 70% were returned. Faculty members reported their graduates were prepared on topics such as working with families, preventive practices, and supporting social emotional development but less prepared to work with children with challenging behaviors. Survey findings are discussed related to differences between 2- and 4-year programs and between programs with and without a special education component. Implications for personnel preparation and future research are discussed.

Transition to Preschool Programs for Young Children With Disabilities

Malone, D. G., Gallagher, P. A. — Tue, 05 Aug 2008 15:53:33 PDT

The purpose of this study was to examine factors influencing easier transitions and placements of young children with disabilities into Part B preschool special education programs. The authors examined associations between children's referral age and the following factors: (a) level of functioning of the child, (b) educational level of the mother, and (c) source of the referral. They also sought to determine if these variables might assist in predicting placement on or before the child's 3rd birthday or placement after the child's 3rd birthday. Source of referral and child's level of functioning were significant factors in predicting age at referral and age at placement with source of referral carrying the heaviest weighting, especially for referrals from the Part C early intervention system.