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1.
Historically, child care quality research has focused primarily on typically developing children cared for in center-based programs. Findings from this research suggests that variations in quality of care have an effect on children's well-being and developmental outcomes. In this paper, we draw on child care quality research to inform our understanding of quality in early intervention services for infants and toddlers with disabilities and their families. Conceptual issues in defining quality and methodological challenges for assessing quality of early intervention services are presented. In the final sections of this paper, we discuss our efforts to design a measure of quality for early intervention programs and present some of the unresolved issues related to the assessment of quality in early intervention programs.  相似文献   

2.
Current concern regarding the need for early childhood intervention programs is rationalized through a review of the characteristics of disadvantaged children and a discussion of findings regarding early experiences, both with infrahumans and with children. The representative selection of Canadian intervention programs described provides the background for a critical appraisal of the issues involved in intervention research as well as specific proposals for future intervention procedures in Canada.  相似文献   

3.
Since the implementation of Public Law 99457, the number of children served by early intervention programs has increased substantially. This article describes the d e s of advocacy and science in contributing to that expansion. A biosocial systems model of early development is used to explain how comparative experimental research can help to improve the cost effectiveness of early intervention programs. Examples of the benefits of such research are taken from the other articles reported in this issue of Early Education and Development.  相似文献   

4.
The next decade of research on the effectiveness of early intervention.   总被引：1，自引：0，他引：1  
The effectiveness of early intervention programs for children with developmental disabilities and for children at biologic risk was reviewed and analyzed. A general pattern indicating important effects of early intervention programs was noted, with effect sizes averaging between one-half and three-quarters of a standard deviation. The ability of early intervention programs to minimize declines in development was identified as a significant outcome. The effects of specific program features--age of start and family involvement--were selected for more detailed examination, and the moderating influence of the levels of severity of children's disabilities was also analyzed. Future directions for improving the effectiveness of early intervention include using the emerging knowledge of biobehavioral and child development research, as well as enhancing children's social competence.  相似文献   

5.
Drawing on the perspectives of itinerant early childhood special education (ECSE) consultants reported in previous research, this article identifies issues and challenges specific to early intervention and education that must be considered for itinerant ECSE consultants to engage in productive consultation with personnel in child care or other center-based programs. The article concludes with recommendations for professional development and standards in consultation practice for early intervention and education personnel. The authors also suggest future directions for consultation research.  相似文献   

6.
The influence of economic factors on socio‐cultural aspects in traditional, industrial, and “transitional” societies is explored through an examination of the socio‐economic structure and organisation in these societies. Transitional societies are defined as those that are moving from a traditional nature to an industrial one. India is used as an example of a transitional society. Links between the socio‐economic contexts of the three societies, their child rearing goals and practices, and features of early intervention programs are established. Key aspects of effective intervention identified in the United States are analysed with respect to their appropriateness for Indian society. It is proposed that the diverse child rearing goals and practices of the Indian culture are not compatible with Western conceptualisations of effective early intervention. In conclusion, issues and questions for research that would lay the foundations for developing culturally responsive early intervention programs in transitional societies are identified.  相似文献   

7.
In the last two decades, a myriad of political and social factors have converged and had a dramatic impact on Early Childhood Education (EC) and Early Childhood Special Education (ECSE). There have been sweeping changes in policy and shifts in society that have resulted in greater numbers of programs serving young children of all abilities and their families. Great strides in research related to early childhood development and early intervention have provided a growing knowledge of how children learn. The combination of these factors has created a call for increasingly higher quality services for young children. Professionals in both EC and ECSE have been responding to the demands and taken steps to prepare more and better-qualified teachers for children enrolled in early childhood programs. The most immediate avenue for effecting change in the profession is through the programs that prepare our teachers for the classrooms and the child care centers. This article reviews the research and the rationale regarding the implementation of integrated EC/ECSE programs.  相似文献   

8.
Recent surveys in early childhood special education and developmental school psychology reveal that criterion-referenced or curriculum-based developmental assessment (CBA) is the primary form of measurement employed by interdisciplinary early intervention teams. Despite their wide use, little technical adequacy data are available on the validity of CBA instruments with specific populations of handicapped preschoolers. This research analyzed the concurrent validity of two norm-based and six curriculum-based scales commonly used within community early intervention programs with a sample of 50 infants and preschool children having diverse neurodevelopmental and neurobehavioral deficits. Results supported the concur- rent validity of CBA measures despite some significant interscale differences. Based on these results, guidelines are offered regarding "best practices" in the use of CBA systems by early intervention teams.  相似文献   

9.
Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In edthis paper, the influence of learning theories, the research on children’s early literacy development, and the sociopolitical context with gave rise to the intervention movement, will be reviewed with respect to their impact on current models of family literacy programs. The research on program evaluation is also considered, and is related to current practice and future directions in family literacy programming.  相似文献   

10.
Recent surveys in early childhood special education and developmental school psychology reveal that criterion-referenced or curriculum-based developmental assessment (CBA) is the primary form of measurement employed by interdisciplinary early intervention teams. Despite their wide use, little technical adequacy data are available on the validity of CBA instruments with specific populations of handicapped preschoolers. This research analyzed the concurrent validity of two norm-based and six curriculum-based scales commonly used within community early intervention programs with a sample of 50 infants and preschool children having diverse neurodevelopmental and neurobehavioral deficits. Results supported the concur- rent validity of CBA measures despite some significant interscale differences. Based on these results, guidelines are offered regarding “best practices” in the use of CBA systems by early intervention teams.  相似文献   

11.
This article describes the results of a comprehensive review of the research literature from 2000 to 2011 evaluating the effects of early care and education practices on the developmental outcomes of dual language learners (DLLs) from birth through 5 years of age. Across 25 studies that met inclusion criteria, study samples consisted primarily of Latino or Spanish-speaking children 3–5 years of age enrolled in center-based programs. The analysis focused on features of the early education programs and practices (intensity and language of instruction) and research methods (sampling, research designs) in relation to child outcomes for the various types of research interventions evaluated in these studies (center-based programs, professional development, curricula, and instructional strategies). On the basis of a few large-scale scientifically sound studies, the review found at least some evidence to suggest that DLLs benefitted from attending widely available, well regulated programs such as Head Start and public pre-k, particularly with respect to improving language and literacy skills. However, because the extant research has not systematically accounted for the separate effects of language of instruction versus type of intervention, very little can be concluded about how these factors contribute to the positive main effects of these interventions.  相似文献   

12.
The application of various techniques of economic evaluation to early intervention has attracted considerable attention from policy makers, practitioners, and researchers interested in programs that seek to improve the development of infant and young children. Economic evaluation has made some outstanding contributions to our knowledge of early intervention. However, there is also some confusion regarding the goals, limitations, and methods of economic evaluation, resulting in errors in the conduct and interpretation of economic studies. This paper seeks to reduce this confusion by providing an overview of economic evaluation and reviewing three of the best-known examples. It is hoped that researchers will use the information presented here to improve economic evaluations through review and criticism and to design research on early intervention practice and efficacy that will improve the basic data on which economic evaluations rely.  相似文献   

13.
Objective. This population-based study assessed the relationship between characteristics of early intervention programs for hearing-impaired children and academic achievement. Methodology. The study was conducted on the elementary school-age population of six regions of the province of Quebec. Of the 301 hearing-impaired children registered, 112 met the eligibility criteria and participated in the study. The characteristics of early intervention which had been assessed were: age of initial access, the intensity, target and nature of services, service setting, coordination mechanisms, communication mode and parental compliance. Results. After adjustment for child and family characteristics and the other service variables studied, higher academic achievement was found to be significantly associated with services that (a) were initiated before children reached the age of two, (b) were parent-centered rather than child-centered, and (c) emphasized auditory intervention and an oral mode of communication. The results also showed that the socioeconomic environment in which the children lived significantly influenced the effect of certain characteristics of early intervention programs. The present study identified service characteristics with regard to specialized intervention and service delivery conditions that could lead to more effective early intervention programs.  相似文献   

14.
Objective. This population-based study assessed the relationship between characteristics of early intervention programs for hearing-impaired children and academic achievement. Methodology. The study was conducted on the elementary school-age population of six regions of the province of Quebec. Of the 301 hearing-impaired children registered, 112 met the eligibility criteria and participated in the study. The characteristics of early intervention which had been assessed were: age of initial access, the intensity, target and nature of services, service setting, coordination mechanisms, communication mode and parental compliance. Results. After adjustment for child and family characteristics and the other service variables studied, higher academic achievement was found to be significantly associated with services that (a) were initiated before children reached the age of two, (b) were parent-centered rather than child-centered, and (c) emphasized auditory intervention and an oral mode of communication. The results also showed that the socioeconomic environment in which the children lived significantly influenced the effect of certain characteristics of early intervention programs. The present study identified service characteristics with regard to specialized intervention and service delivery conditions that could lead to more effective early intervention programs.  相似文献   

15.
Mentoring is portrayed in the literature as benefiting young people, but ineffective or early termination of youth mentoring relationships can be detrimental. Researchers have not adequately explored issues surrounding the breakdown of youth mentoring relationships. Underpinned by a socio-ecological perspective, in this exploratory study we consider the various contexts within which these important relationships exist and identify early warning signs or red flags that a mentoring relationship is struggling. We interviewed mentees, mentors, and coordinators from four Western Australian youth mentoring programs about their experiences of mentoring relationships. Our findings suggest that red flags and repair strategies may be specific to particular programs, and that program coordinators play an important role in supporting relationships. Our research will help youth mentoring programs work toward early intervention strategies or appropriate and respectful termination of a relationship.  相似文献   

16.
Across the country, states are reporting increases in the number of children with autism enrolled in the education system. Although a few specific treatment methods have been established as efficacious for some children with autism in controlled settings, research examining the translation of these treatments into early intervention programs has been minimal. The current study examined provider self-reports of the use of interventions in community settings through focus groups. Providers report the use of both evidence-based and non-evidence-based techniques and indicate that they often combine and modify these techniques based on child, personal, and external factors. Few providers had a clear understanding of evidence-based practice, and all providers reported concerns about adequate training. Implications for early intervention research are discussed.  相似文献   

17.
With the implementation of P.L. 99-457, early intervention programs are becoming more widespread; they are also being pressed to become more accountable. Persons evaluating early intervention programs have typically adopted outcome-oriented approaches focusing exclusively on measuring the dependent program variable (i.e., changes in student measures). This article highlights some of the problems inherent in these traditional approaches to program evaluation. A number of recommendations are offered for assessing the independent variable with the same methodological rigor that is typically reserved for measuring student outcomes in program evaluation studies. The implications of this shift in methodological approach are discussed in terms of improving the ability to replicate successful programs, design new ones with increased efficiency, and provide long-lasting support for early intervention.  相似文献   

18.
With the implementation of P.L. 99–457, early intervention programs are becoming more widespread; they are also being pressed to become more accountable. Persons evaluating early intervention programs have typically adopted outcome-oriented approaches focusing exclusively on measuring the dependent program variable (i.e., changes in student measures). This article highlights some of the problems inherent in these traditional approaches to program evaluation. A number of recommendations are offered for assessing the independent variable with the same methodological rigor that is typically reserved for measuring student outcomes in program evaluation studies. The implications of this shift in methodological approach are discussed in terms of improving the ability to replicate successful programs, design new ones with increased efficiency, and provide long-lasting support for early intervention.  相似文献   

19.
Very few studies have investigated the age at which early intervention should begin. Similarly few studies have examined the effects of early intervention for infants who are medically fragile. The present study responds to these two critical issues by longitudinally comparing groups of infants who are medically fragile. These infants were randomly assigned to receive developmentally appropriate programs beginning at either 3- or 18-months adjusted age. Analysis of measures of child development and family functioning for the first three annual assessments indicated that the two groups were similar on measures of child functioning at the first and second assessment. However, at the third assessment, children who received the intervention at an earlier age scored significantly higher than did children whose intervention began 15 months later. No significant group differences were found on measures of family functioning at any of the assessments. Implications of these results for future research and practice are discussed.  相似文献   

20.
Very few studies have investigated the age at which early intervention should begin. Similarly few studies have examined the effects of early intervention for infants who are medically fragile. The present study responds to these two critical issues by longitudinally comparing groups of infants who are medically fragile. These infants were randomly assigned to receive developmentally appropriate programs beginning at either 3- or 18-months adjusted age. Analysis of measures of child development and family functioning for the first three annual assessments indicated that the two groups were similar on measures of child functioning at the first and second assessment. However, at the third assessment, children who received the intervention at an earlier age scored significantly higher than did children whose intervention began 15 months later. No significant group differences were found on measures of family functioning at any of the assessments. Implications of these results for future research and practice are discussed.  相似文献   

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