State Licensure/Certification Requirements for Personnel Serving Infants and Young Children With Special Needs and Their Families
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 requirement...
Source: Infants and Young Children - September 2, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
From the Editor
No abstract available (Source: Infants and Young Children)
Source: Infants and Young Children - September 2, 2015 Category: Child Development Tags: From the Editor Source Type: research
Children's Initiations and Teachers' Responses in Regular Preschool Classrooms in Taiwan
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 signi...
Source: Infants and Young Children - June 3, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers With Hearing Loss
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 follow...
Source: Infants and Young Children - June 3, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Assessing Adaptive Functioning in Preschoolers Referred for Diagnosis of Developmental Disabilities
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 le...
Source: Infants and Young Children - June 3, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Rasch Analysis of the Routines-Based Interview Implementation Checklist
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...
Source: Infants and Young Children - June 3, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Group Parent Training Combined With Follow-Up Coaching for Parents of Children With Developmental Delays
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. (Source: Infants and Young Children)
Source: Infants and Young Children - June 3, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Improving the Design and Implementation of In-Service Professional Development in Early Childhood Intervention
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-servic...
Source: Infants and Young Children - June 3, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
From the Editor
No abstract available (Source: Infants and Young Children)
Source: Infants and Young Children - June 3, 2015 Category: Child Development Tags: From the Editor Source Type: research
Conventional Tests and Testing for Early Intervention Eligibility: Is There an Evidence Base?
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 availab...
Source: Infants and Young Children - February 25, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Experiences of Early Transdisciplinary Teams in Pediatric Community Rehabilitation
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 ensur...
Source: Infants and Young Children - February 25, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Speech–Language Pathology: Preparing Early Interventionists
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 foc...
Source: Infants and Young Children - February 25, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Promoting Professional Development for Physical Therapists in Early Intervention
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 te...
Source: Infants and Young Children - February 25, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Occupational Therapy Contributions in Early Intervention: Implications for Personnel Preparation and Interprofessional Practice
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 the...
Source: Infants and Young Children - February 25, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
Preparation of Early Childhood Special Educators for Inclusive and Interdisciplinary Settings
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 i...
Source: Infants and Young Children - February 25, 2015 Category: Child Development Tags: Original Research/Study Source Type: research
