Science.gov

Sample records for early intervention approaches

  1. Selective Prevention Approaches to Build Protective Factors in Early Intervention

    ERIC Educational Resources Information Center

    Shapiro, Cheri J.

    2014-01-01

    Young children with disabilities may be at elevated risk for behavior problems as well as maltreatment. preventive approaches that can be infused into early intervention services are needed to support parents, build competencies among young children, and enhance protective factors that may temper risk. Two interventions--Stepping Stones Triple P,…

  2. Developing Integrated Programs: A Transdisciplinary Approach for Early Intervention.

    ERIC Educational Resources Information Center

    Coling, Marcia Cain

    This book presents an amalgam of early intervention ideas from the fields of education, occupational therapy, and physical therapy for children with developmental delays. An introductory chapter describes the approach's three theoretical bases: neurodevelopmental treatment (NDT), sensory integration, and Piagetian theory. Chapter 1 considers…

  3. Early Intervention.

    ERIC Educational Resources Information Center

    Nathanson, Jeanne H., Ed.

    1992-01-01

    This theme issue focuses on early intervention. The four articles presented on this theme are: (1) "Deaf Infants, Hearing Mothers: A Research Report" (Kathryn P. Meadow-Orlans, and others), reporting findings on effects of auditory loss on early development; (2) "Maintaining Involvement of Inner City Families in Early Intervention Programs through…

  4. A Four Stage Approach to Early Childhood Intervention.

    ERIC Educational Resources Information Center

    Haber, Julian S.

    This paper describes a model for the involvement of primary health care personnel in the identification and treatment of developmental disabilities as a part of early childhood intervention programs. The integrated multidisciplinary model is divided into four stages. During the first stage an assignment of prenatal, perinatal, and postnatal risk…

  5. Early Intervention for Reading Difficulties: The Interactive Strategies Approach

    ERIC Educational Resources Information Center

    Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

    2010-01-01

    This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies…

  6. Early Childhood Intervention and Early Childhood Special Education in Turkey within the Scope of the Developmental System Approach

    ERIC Educational Resources Information Center

    Diken, Ibrahim H.; Bayhan, Pinar; Turan, Figen; Sipal, R. Firat; Sucuoglu, Bulbin; Ceber-Bakkaloglu, Hatice; Gunel, Mintaze Kerem; Kara, Ozgun Kaya

    2012-01-01

    The purpose of this article was to provide an overview of early childhood intervention and early childhood special education (ECI/ECSE) services and practices in Turkey by using the Developmental System Approach (M. J. Guralnick, 2001). After pointing out the history of early childhood and ECI/ECSE services and current legislations with regard to…

  7. Remembering Parents in Parent-Mediated Early Intervention: An Approach to Examining Impact on Parents and Families

    ERIC Educational Resources Information Center

    Wainer, Allison L.; Hepburn, Susan; McMahon Griffith, Elizabeth

    2017-01-01

    The goal of this review is to advance the discussion regarding meaningful outcomes of early intervention for children with autism spectrum disorder. The rapid growth in the development and evaluation of early intervention approaches for autism spectrum disorder includes both therapist-driven and parent-mediated interventions. The majority of…

  8. Early interventions for youths at high risk for bipolar disorder: a developmental approach.

    PubMed

    Benarous, Xavier; Consoli, Angèle; Milhiet, Vanessa; Cohen, David

    2016-03-01

    In recent decades, ongoing research programmes on primary prevention and early identification of bipolar disorder (BD) have been developed. The aim of this article is to review the principal forms of evidence that support preventive interventions for BD in children and adolescents and the main challenges associated with these programmes. We performed a literature review of the main computerised databases (MEDLINE, PUBMED) and a manual search of the literature relevant to prospective and retrospective studies of prodromal symptoms, premorbid stages, risk factors, and early intervention programmes for BD. Genetic and environmental risk factors of BD were identified. Most of the algorithms used to measure the risk of developing BD and the early interventions programmes focused on the familial risk. The prodromal signs varied greatly and were age dependent. During adolescence, depressive episodes associated with genetic or environmental risk factors predicted the onset of hypomanic/manic episodes over subsequent years. In prepubertal children, the lack of specificity of clinical markers and difficulties in mood assessment were seen as impeding preventive interventions at these ages. Despite encouraging results, biomarkers have not thus far been sufficiently validated in youth samples to serve as screening tools for prevention. Additional longitudinal studies in youths at high risk of developing BD should include repeated measures of putative biomarkers. Staging models have been developed as an integrative approach to specify the individual level of risk based on clinical (e.g. prodromal symptoms and familial history of BD) and non-clinical (e.g. biomarkers and neuroimaging) data. However, there is still a lack of empirically validated studies that measure the benefits of using these models to design preventive intervention programmes.

  9. Risk factors for early failure after peripheral endovascular intervention: application of a reliability engineering approach.

    PubMed

    Meltzer, Andrew J; Graham, Ashley; Connolly, Peter H; Karwowski, John K; Bush, Harry L; Frazier, Peter I; Schneider, Darren B

    2013-01-01

    We apply an innovative and novel analytic approach, based on reliability engineering (RE) principles frequently used to characterize the behavior of manufactured products, to examine outcomes after peripheral endovascular intervention. We hypothesized that this would allow for improved prediction of outcome after peripheral endovascular intervention, specifically with regard to identification of risk factors for early failure. Patients undergoing infrainguinal endovascular intervention for chronic lower-extremity ischemia from 2005 to 2010 were identified in a prospectively maintained database. The primary outcome of failure was defined as patency loss detected by duplex ultrasonography, with or without clinical failure. Analysis included univariate and multivariate Cox regression models, as well as RE-based analysis including product life-cycle models and Weibull failure plots. Early failures were distinguished using the RE principle of "basic rating life," and multivariate models identified independent risk factors for early failure. From 2005 to 2010, 434 primary endovascular peripheral interventions were performed for claudication (51.8%), rest pain (16.8%), or tissue loss (31.3%). Fifty-five percent of patients were aged ≥75 years; 57% were men. Failure was noted after 159 (36.6%) interventions during a mean follow-up of 18 months (range, 0-71 months). Using multivariate (Cox) regression analysis, rest pain and tissue loss were independent predictors of patency loss, with hazard ratios of 2.5 (95% confidence interval, 1.6-4.1; P < 0.001) and 3.2 (95% confidence interval, 2.0-5.2, P < 0.001), respectively. The distribution of failure times for both claudication and critical limb ischemia fit distinct Weibull plots, with different characteristics: interventions for claudication demonstrated an increasing failure rate (β = 1.22, θ = 13.46, mean time to failure = 12.603 months, index of fit = 0.99037, R(2) = 0.98084), whereas interventions for critical limb

  10. Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

    PubMed Central

    Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

    2014-01-01

    Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether or not preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, we conducted a process-product description of preschool instruction and children's growth and outcomes in typical programs (i.e., Pre-Kindergarten, Title 1, Head Start, Tuition-Based) using a Response to Intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying socio-demographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. PMID:24899769

  11. Development and evaluation of an early detection intervention for mouth cancer using a mass media approach

    PubMed Central

    Eadie, D; MacKintosh, A M; MacAskill, S; Brown, A

    2009-01-01

    Background: Scotland has a high incidence of mouth cancer, but public awareness and knowledge are low compared with other cancers. The West of Scotland Cancer Awareness Project sought to increase public awareness and knowledge of mouth cancer and to encourage early detection of symptoms among an at-risk population of people aged over 40 years from lower socio-economic groups using a mass media approach. The media campaign aimed to increase people's feelings of personal risk, while also enhancing feelings of efficacy and control. To achieve this, a testimonial approach (using real people to tell their own stories) was adopted. Methods: Campaign impact and reach was assessed using in-home interviews with a representative sample of the target population in both the campaign area and controls outside of the target area. Surveys were conducted at three stages: at baseline before the campaign was launched, and at 7 and 12 months thereafter. Results: Awareness of media coverage was higher at both follow-up points in the intervention area than in the control area, the differences largely being accounted for by television advertising. The campaign had a short-term, but not a long-term impact on awareness of the disease and intention to respond to the symptoms targeted by the campaign. Awareness of two of the symptoms featured in the campaign (ulcers and lumps) increased, post-campaign, among the intervention group. Conclusions: While the study provides evidence for the effectiveness of the self-referral model, further work is needed to assess its ability to build public capacity to respond appropriately to symptoms and to compare the cost-effectiveness of a mass media approach against alternative communication approaches and more conventional mass screening. PMID:19956168

  12. An Early Natural Auditory-Oral Intervention Approach for Children with Hearing Loss: A Qualitative Study

    ERIC Educational Resources Information Center

    Turan, Zerrin

    2010-01-01

    This study aims to examine the session goals and their realization during the session flow for a child with a hearing loss and his mother in an early intervention program. The study was designed as a case study. Video recordings of the intervention sessions, reflective journals, session plans, and the plan evaluations were used to collect and…

  13. Social marketing approaches to nutrition and physical activity interventions in early care and education centres: a systematic review.

    PubMed

    Luecking, C T; Hennink-Kaminski, H; Ihekweazu, C; Vaughn, A; Mazzucca, S; Ward, D S

    2017-12-01

    Social marketing is a promising planning approach for influencing voluntary lifestyle behaviours, but its application to nutrition and physical activity interventions in the early care and education setting remains unknown. PubMed, ISI Web of Science, PsycInfo and the Cumulative Index of Nursing and Allied Health were systematically searched to identify interventions targeting nutrition and/or physical activity behaviours of children enrolled in early care centres between 1994 and 2016. Content analysis methods were used to capture information reflecting eight social marketing benchmark criteria. The review included 135 articles representing 77 interventions. Two interventions incorporated all eight benchmark criteria, but the majority included fewer than four. Each intervention included behaviour and methods mix criteria, and more than half identified audience segments. Only one-third of interventions incorporated customer orientation, theory, exchange and insight. Only six interventions addressed competing behaviours. We did not find statistical significance for the effectiveness of interventions on child-level diet, physical activity or anthropometric outcomes based on the number of benchmark criteria used. This review highlights opportunities to apply social marketing to obesity prevention interventions in early care centres. Social marketing could be an important strategy for early childhood obesity prevention efforts, and future research investigations into its effects are warranted. © 2017 World Obesity Federation.

  14. Interdisciplinary Early Intervention for Developmentally Delayed Infants and Young Children: A Family-Oriented Approach.

    ERIC Educational Resources Information Center

    Russell, Fay F.; And Others

    Intended to help developers of early intervention programs for children with developmental disabilities, the book provides philosophy, methods, and procedures based on experiences of the Child Development Center of the University of Tennessee Center for Health Sciences. The first section presents a program description including information on…

  15. Parental Approach for Early Intervention of Learning Disabilities. Final Report 1972-1976.

    ERIC Educational Resources Information Center

    Corsini, David; Rothschild, Jennie

    Presented is the program evaluation report of the Cheshire (Connecticut) Preschool Program for early intervention with a total of 64 mildly and severely handicapped children between 3 and 6 years old. It is explained that the mother-child project has served children with such handicapping conditions as hearing impairment, vision impairment,…

  16. Family-Centered Early Intervention with Infants & Toddlers: Innovative Cross-Disciplinary Approaches.

    ERIC Educational Resources Information Center

    Brown, Wesley, Ed.; And Others

    This multi-contributor volume addresses the challenges of providing early intervention services to infants and toddlers with disabilities, within a family-centered framework. The book provides a legislative review of the key elements of eligibility, assessment, and evaluation and then examines service coordination, curricula, special intervention…

  17. The Effects of Varying Group Size on the Reading Recovery Approach to Preventive Early Intervention

    ERIC Educational Resources Information Center

    Iversen, Sandra; Tunmer, William E.; Chapman, James W.

    2005-01-01

    The purpose of this study was to determine whether an early intervention program based on the Reading Recovery (RR) format could be developed for pairs of struggling readers that would allow them to make accelerated progress similar to that experienced in the 1-to-1 RR tutorial. A preliminary pilot study showed that the RR lesson format could be…

  18. Early intervention for psychosis

    PubMed Central

    Marshall, Max; Rathbone, John

    2014-01-01

    Background Proponents of early intervention have argued that outcomes might be improved if more therapeutic efforts were focused on the early stages of schizophrenia or on people with prodromal symptoms. Early intervention in schizophrenia has two elements that are distinct from standard care: early detection, and phase-specific treatment (phase-specific treatment is a psychological, social or physical treatment developed, or modified, specifically for use with people at an early stage of the illness). Early detection and phase-specific treatment may both be offered as supplements to standard care, or may be provided through a specialised early intervention team. Early intervention is now well established as a therapeutic approach in America, Europe and Australasia. Objectives To evaluate the effects of: (a) early detection; (b) phase-specific treatments; and (c) specialised early intervention teams in the treatment of people with prodromal symptoms or first-episode psychosis. Search methods We searched the Cochrane Schizophrenia Group Trials Register (March 2009), inspected reference lists of all identified trials and reviews and contacted experts in the field. Selection criteria We included all randomised controlled trials (RCTs) designed to prevent progression to psychosis in people showing prodromal symptoms, or to improve outcome for people with first-episode psychosis. Eligible interventions, alone and in combination, included: early detection, phase-specific treatments, and care from specialised early intervention teams. We accepted cluster-randomised trials but excluded non-randomised trials. Data collection and analysis We reliably selected studies, quality rated them and extracted data. For dichotomous data, we estimated relative risks (RR), with the 95% confidence intervals (CI). Where possible, we calculated the number needed to treat/harm statistic (NNT/H) and used intention-to-treat analysis (ITT). Main results Studies were diverse, mostly small

  19. Early Intervention in Psychosis

    PubMed Central

    McGorry, Patrick D.

    2015-01-01

    Abstract Early intervention for potentially serious disorder is a fundamental feature of healthcare across the spectrum of physical illness. It has been a major factor in the reductions in morbidity and mortality that have been achieved in some of the non-communicable diseases, notably cancer and cardiovascular disease. Over the past two decades, an international collaborative effort has been mounted to build the evidence and the capacity for early intervention in the psychotic disorders, notably schizophrenia, where for so long deep pessimism had reigned. The origins and rapid development of early intervention in psychosis are described from a personal and Australian perspective. This uniquely evidence-informed, evidence-building and cost-effective reform provides a blueprint and launch pad to radically change the wider landscape of mental health care and dissolve many of the barriers that have constrained progress for so long. PMID:25919380

  20. Minimum intervention dentistry approach to managing early childhood caries: a randomized control trial.

    PubMed

    Arrow, Peter; Klobas, Elizabeth

    2015-12-01

    A pragmatic randomized control trial was undertaken to compare the minimum intervention dentistry (MID) approach, based on the atraumatic restorative treatment procedures (MID-ART: Test), against the standard care approach (Control) to treat early childhood caries in a primary care setting. Consenting parent/child dyads were allocated to the Test or Control group using stratified block randomization. Inclusion and exclusion criteria were applied. Participants were examined at baseline and at follow-up by two calibrated examiners blind to group allocation status (κ = 0.77), and parents completed a questionnaire at baseline and follow-up. Dental therapists trained in MID-ART provided treatment to the Test group and dentists treated the Control group using standard approaches. The primary outcome of interest was the number of children who were referred for specialist pediatric care. Secondary outcomes were the number of teeth treated, changes in child oral health-related quality of life and dental anxiety and parental perceptions of care received. Data were analyzed on an intention to treat basis; risk ratio for referral for specialist care, test of proportions, Wilcoxon rank test and logistic regression were used. Three hundred and seventy parents/carers were initially screened; 273 children were examined at baseline and 254 were randomized (Test = 127; Control = 127): mean age = 3.8 years, SD 0.90; 59% male, mean dmft = 4.9, SD 4.0. There was no statistically significant difference in age, sex, baseline caries experience or child oral health-related quality of life between the Test and Control group. At follow-up (mean interval 11.4 months, SD 3.1 months), 220 children were examined: Test = 115, Control = 105. Case-notes review of 231 children showed Test = 6 (5%) and Control = 53 (49%) were referred for specialist care, P < 0.0001. More teeth were filled in the Test group (mean = 2.93, SD 2.48) than in the Control group (mean = 1.54, SD

  1. Guideline for Early Interventions

    DTIC Science & Technology

    2006-04-01

    desensitization and reprocessing ( EMDR ) as a early mental health intervention, following mass violence and disasters, is a treatment of choice over other...village. Military operations take place under the eye of the world and are surrounded by high political attention. International missions far exceed...consistently reduce risks of later post-traumatic stress disorder or related adjustment difficulties. • There is no evidence that eye movement

  2. Filling the implementation gap: a community-academic partnership approach to early intervention in psychosis.

    PubMed

    Hardy, Kate V; Moore, Melissa; Rose, Demian; Bennett, Robert; Jackson-Lane, Carletta; Gause, Michael; Jackson, Alma; Loewy, Rachel

    2011-11-01

    The aim of this study was to describe the development of a sustainable community early psychosis programme created through an academic-community partnership in the United States to other parties interested in implementing early psychosis services founded upon evidence-based practices within community settings. The service was developed around a sustainable core of key components, founded upon evidence-based practice, with additional flexible elements that could be adapted to the needs of the individual commissioning county. This paper describes the ways in which funding was sourced and secured as well as the partnerships developed through this process. Successful development of the Prevention and Recovery from Early Psychosis (PREP) programme in San Francisco County, California. PREP clinicians have received extensive training in the evidence-based approaches that are available through the programme and treated 30 clients and their families in the first year of operation. Development of a sustainable community programme of this type in a non-universal health-care setting, which is historically seen as non-integrated, required extensive partnering with agencies familiar with local resources. Implementation of the community-academic partnership bridged the gap between research and practice with successful integration of fidelity practice at the community level. The community partners were effective in sourcing funding and allocating resources, while the academic side of the partnership provided training in evidence-based models and oversight of clinical implementation of the model. Stringent evaluation of the impact of the service is our next focus. © 2011 Blackwell Publishing Asia Pty Ltd.

  3. The Effectiveness of Early Intervention.

    ERIC Educational Resources Information Center

    Guralnick, Michael J., Ed.

    This book reviews research on the effectiveness of early intervention for children with disabilities or who are at risk. Program factors for children at risk and with disabilities, the effects of early intervention on different types of disabilities, and the outcomes of early intervention are explored. Chapters include: "Second-Generation Research…

  4. The meaning of early intervention: A parent's experience and reflection on interactions with professionals using a phenomenological ethnographic approach.

    PubMed

    Lee, Yoon H

    2015-01-01

    The purpose of this study is to describe how a parent's partnership with professionals progresses and evolves throughout the service provisioning process. Using a phenomenological ethnographic approach, the lived reality of a family is depicted as the parent walks through different stages of the Individualized Family Service Plan process over a 6-month period. Data concerning parent-professional interactions were obtained via observation notes and document reviews whereas data regarding parent perceptions were collected through multiple individual interviews. Overall, the parent conveyed her satisfaction with actual services especially regarding the professionals' knowledge and parental advocacy. However, the parent also indicated frustration with the early intervention planning process and "obligated" partnerships with providers. In particular, the providers' lack of sensitivity was noted, and greater emotional and psychological support was suggested. The overall process of developing partnerships with professionals can be excessively intrusive to the family's lives. Future research directions are offered as a contribution for the development of improved policies for early intervention programs regarding family-centered practice, utilizing the perspectives of families.

  5. A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings

    ERIC Educational Resources Information Center

    Ogg, Julia A.; Sundman-Wheat, Ashley N.; Bateman, Lisa P.

    2012-01-01

    Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to…

  6. An Effective Approach to Developing Function-Based Interventions in Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Wood, Brenna K.; Ferro, Jolenea B.

    2014-01-01

    Due to the unique features of early childhood classrooms, teachers routinely modify the social and physical environment to support children with mild to moderate challenges. Yet despite their access to behavioral consultants, school-based prekindergarten programs are more likely to expel young children from their classroom settings compared with…

  7. Acknowledging and Interrogating Multiplicities: Towards a Generous Approach in Evaluations of Early Literacy Innovation and Intervention

    ERIC Educational Resources Information Center

    Burnett, Cathy

    2017-01-01

    At a time of increasing calls from policy makers for the use of "hard evidence" in driving decision-making at national and local levels in educational contexts, this article contributes to debates about evidence-based practice in early literacy research. It proposes that a reliance on studies designed to generate 'hard' evidence limits…

  8. Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?

    ERIC Educational Resources Information Center

    Greenwood, Charles R.; Carta, Judith J.; Atwater, Jane; Goldstein, Howard; Kaminski, Ruth; McConnell, Scott

    2013-01-01

    Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool…

  9. Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention

    ERIC Educational Resources Information Center

    Fien, Hank; Smith, Jean Louise M.; Baker, Scott K.; Chaparro, Erin; Baker, Doris Luft; Preciado, Jorge A.

    2011-01-01

    Delivering high-quality reading instruction to English language learners (ELLs) in the early grades is one of the most challenging issues facing schools. The report of the National Literacy Panel on Language-Minority Children and Youth (NLP; August & Shanahan, 2006) defined "English language learners" as students who come from language backgrounds…

  10. Early Intervention System for Preschool Children with Autism in the Community: The DISCOVERY Approach in Yokohama, Japan.

    ERIC Educational Resources Information Center

    Honda, Hideo; Shimizu, Yasuo

    2002-01-01

    This article reports on DISCOVERY, a conceptual model for a clinical system of early detection and early intervention in cases of autism that has been implemented in Yokohama, Japan. Longitudinal data from 49 children who participated in a program during 1987-1990 indicate 32 were still being followed in 1999. (Contains references.) (Author/CR)

  11. Early Intervention for Reading Difficulties: The Interactive Strategies Approach. Second Edition

    ERIC Educational Resources Information Center

    Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

    2016-01-01

    Grounded in a strong evidence base, this indispensable text and practitioner guide has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K-2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of…

  12. Early intervention for acute back injury: can we finally develop an evidence-based approach?

    PubMed

    Smith, Daphne; McMurray, Nancy; Disler, Peter

    2002-02-01

    Several reviews of the treatment of acute low back pain have been published in the past and have formed the basis of clinical guidelines. However, these lack consistency in some areas and valid data in others. As the literature in this field has continued to expand, the present review was undertaken to establish whether the guidelines in current use are supported by more recently published, scientifically rigorous research, and whether additional consensus regarding treatment of acute low back injury has been forthcoming in recent years. A review, and critical analysis, of literature relating to the treatment of acute low back pain that has been published since the production of the currently used clinical guidelines. The guidelines have been reviewed to assess whether their recommendations remain supportable. Recent research appears to support current clinical guidelines, i.e. exercise may have a positive effect while bed rest is ineffective and may be harmful, simple analgesics and nonsteroidal anti-inflammatory drugs (NSAIDs) have short-term benefits, and spinal manipulation may be effective in the first four weeks; no evidence was found for traction or back schools. However, we need more randomized controlled trials of treatments shown to be successful with the chronic population, e.g. focused on understanding psychological determinants, and using a multidisciplinary biopsychosocial approach. In the future this may help us to prevent acute low back progressing to the chronic state.

  13. Family Intervention Effects on Co-Occurring Early Childhood Behavioral and Emotional Problems: A Latent Transition Analysis Approach

    ERIC Educational Resources Information Center

    Connell, Arin; Bullock, Bernadette Marie; Dishion, Thomas J.; Shaw, Daniel; Wilson, Melvin; Gardner, Frances

    2008-01-01

    This study used latent transition analysis (LTA) to examine changes in early emotional and behavioral problems in children age 2 to 4 years resulting from participation in a family-centered intervention. A sample of 731 economically disadvantaged families was recruited from among participants in a national food supplement and nutrition program.…

  14. Overview of Early Intervention

    MedlinePlus

    ... intervention, however. If you’re concerned about your child’s development, you may contact your local program directly and ... learn, so it’s always of concern when a child’s development seems slow or more difficult than would normally ...

  15. Early childhood mathematics intervention.

    PubMed

    Clements, Douglas H; Sarama, Julie

    2011-08-19

    Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.

  16. Response to Early Intensive Behavioral Intervention for autism--an umbrella approach to issues critical to treatment individualization.

    PubMed

    Fava, Leonardo; Strauss, Kristin

    2014-12-01

    Integrating knowledge across the disciplines of genetics, neurological, and behavioral science targets, so far, early identification of children with autism and thus early access to intervention. Cross-discipline collaboration might be substantially improve treatment efficacy via individualized treatment based on the child and family needs, consistency across treatment providers and careful planning of skill curricula, setting and techniques. This paper documents the current state of five main issues critical to treatment individualization where cross-discipline collaboration is warranted: (1) developmental timing, (2) treatment intensity, (3) heterogeneity in treatment response, (4) program breath and flexibility, and (5) formats of treatment provision. Copyright © 2014 ISDN. Published by Elsevier Ltd. All rights reserved.

  17. Early Literacy Instruction and Intervention

    PubMed Central

    Al Otaiba, Stephanie; Foorman, Barbara

    2014-01-01

    The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students’ initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions. PMID:25221452

  18. Early Intervention in Bipolar Disorder.

    PubMed

    Vieta, Eduard; Salagre, Estela; Grande, Iria; Carvalho, André F; Fernandes, Brisa S; Berk, Michael; Birmaher, Boris; Tohen, Mauricio; Suppes, Trisha

    2018-05-01

    Bipolar disorder is a recurrent disorder that affects more than 1% of the world population and usually has its onset during youth. Its chronic course is associated with high rates of morbidity and mortality, making bipolar disorder one of the main causes of disability among young and working-age people. The implementation of early intervention strategies may help to change the outcome of the illness and avert potentially irreversible harm to patients with bipolar disorder, as early phases may be more responsive to treatment and may need less aggressive therapies. Early intervention in bipolar disorder is gaining momentum. Current evidence emerging from longitudinal studies indicates that parental early-onset bipolar disorder is the most consistent risk factor for bipolar disorder. Longitudinal studies also indicate that a full-blown manic episode is often preceded by a variety of prodromal symptoms, particularly subsyndromal manic symptoms, therefore supporting the existence of an at-risk state in bipolar disorder that could be targeted through early intervention. There are also identifiable risk factors that influence the course of bipolar disorder, some of them potentially modifiable. Valid biomarkers or diagnosis tools to help clinicians identify individuals at high risk of conversion to bipolar disorder are still lacking, although there are some promising early results. Pending more solid evidence on the best treatment strategy in early phases of bipolar disorder, physicians should carefully weigh the risks and benefits of each intervention. Further studies will provide the evidence needed to finish shaping the concept of early intervention. AJP AT 175 Remembering Our Past As We Envision Our Future April 1925: Interpretations of Manic-Depressive Phases Earl Bond and G.E. Partridge reviewed a number of patients with manic-depressive illness in search of a unifying endo-psychic conflict. They concluded that understanding either phase of illness was "elusive" and

  19. Teaching Caregivers in Early Intervention

    ERIC Educational Resources Information Center

    Sawyer, Brook E.; Campbell, Philippa H.

    2017-01-01

    The overarching research aim of this study was to examine learning opportunities available for caregivers during early intervention sessions. Of specific interest were providers' purposeful (i.e., explicit) teaching behaviors and opportunities from which caregivers might learn incidentally. Relations between teaching behaviors, caregiver…

  20. Early Childhood Intervention in China

    ERIC Educational Resources Information Center

    Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane

    2015-01-01

    With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other…

  1. Early intervention for alcohol problems

    PubMed Central

    Skinner, Harvey A.; Holt, Stephen

    1983-01-01

    Despite awareness of the wide variety of clinical and laboratory abnormalities associated with alcohol abuse, drinking problems often remain undetected in clinical practice. There is increasing evidence that problem drinking can be successfully treated by brief intervention. The general practitioner is in a good position to identify patients who drink excessively, and to intervene with brief counselling at an early stage when prognosis is more favourable. A practical strategy is described for diagnosis and intervention that could be readily implemented in clinical practice. PMID:6361249

  2. EARLY INTERVENTIONS FOR PTSD: A REVIEW

    PubMed Central

    Kearns, Megan C.; Ressler, Kerry J.; Zatzick, Doug; Rothbaum, Barbara Olasov

    2013-01-01

    The high prevalence of trauma exposure and subsequent negative consequences for both survivors and society as a whole emphasize the need for secondary prevention of posttraumatic stress disorder. However, clinicians and relief workers remain limited in their ability to intervene effectively in the aftermath of trauma and alleviate traumatic stress reactions that can lead to chronic PTSD. The scientific literature on early intervention for PTSD is reviewed, including early studies on psychological debriefing, pharmacological, and psychosocial interventions aimed at preventing chronic PTSD. Studies on fear extinction and memory consolidation are discussed in relation to PTSD prevention and the potential importance of immediate versus delayed intervention approaches and genetic predictors are briefly reviewed. Preliminary results from a modified prolonged exposure intervention applied within hours of trauma exposure in an emergency room setting are discussed, along with considerations related to intervention reach and overall population impact. Suggestions for future research are included. Prevention of PTSD, although currently not yet a reality, remains an exciting and hopeful possibility with current research approaches translating work from the laboratory to the clinic. PMID:22941845

  3. Attention Deficit Hyperactivity Disorder in Preschool Aged Children. Clinical Approaches to Early Intervention in Child and Adolescent Mental Health, Volume 1.

    ERIC Educational Resources Information Center

    Hazell, Philip

    The need for guidelines for early intervention of children experiencing Attention Deficit Hyperactivity Disorders (ADHD) was identified by the Australian Early Intervention Network (AusEinet). This document attempts to guide appropriate practice in the care of children and adolescents with ADHD. The guidelines are designed to provide information…

  4. Using and Providing Services: Case Studies in Early Intervention.

    ERIC Educational Resources Information Center

    McWilliam, Robin; Tocci, Lynn; Sideris, John; Harbin, Gloria

    A case study approach was used to examine the complexities of service utilization in early intervention with infants, toddlers, and young children with disabilities. Seventy-two families of children (ages birth to 4) participating in nine early intervention programs in three states (Colorado, North Carolina, and Pennsylvania) and their service…

  5. The Path to Alcohol Problems through Conduct Problems: A Family-Based Approach to Very Early Intervention with Risk.

    ERIC Educational Resources Information Center

    Maguin, Eugene; And Others

    1994-01-01

    Examined the effectiveness of an intervention program to prevent conduct problems among the preschool sons of 104 alcoholic fathers. The 10-month intervention combined parent training and marital counseling and had significant positive effects on the children's negative, prosocial, and affective behavior at program termination. Only the prosocial…

  6. An Ecological Approach to Promoting Early Adolescent Mental Health and Social Adaptation: Family-Centered Intervention in Public Middle Schools

    ERIC Educational Resources Information Center

    Stormshak, Elizabeth A.; Connell, Arin M.; Veronneau, Marie-Helene; Myers, Michael W.; Dishion, Thomas J.; Kavanagh, Kathryn; Caruthers, Allison S.

    2011-01-01

    This study examined the impact of the Family Check-Up (FCU) and linked intervention services on reducing health-risk behaviors and promoting social adaptation among middle school youth. A total of 593 students and their families were randomly assigned to receive either the intervention or middle school services as usual. Forty-two percent of…

  7. Challenges and Limitations in Early Intervention

    ERIC Educational Resources Information Center

    Hadders-Algra, Mijna

    2011-01-01

    Research over the past three decades has shown that early intervention in infants biologically at risk of developmental disorders, irrespective of the presence of a brain lesion, is associated with improved cognitive development in early childhood without affecting motor development. However, at present it is unknown whether early intervention is…

  8. Early Interventions: Keys to Successful Readers.

    ERIC Educational Resources Information Center

    Jeffreys, JoAnn; Spang, Joan

    This action research outlines an early reading intervention project for improving students' reading skills and promoting the implementation of early reading intervention programs. The targeted population includes first and second grade students in one school located in the suburbs of a major city in Illinois. The problem of early reading…

  9. The Relative Effectiveness of Two Approaches to Early Literacy Intervention in Grades K-2. REL 2017-251

    ERIC Educational Resources Information Center

    Foorman, Barbara; Herrera, Sarah; Dombek, Jennifer; Schatschneider, Chris; Petscher, Yaacov

    2017-01-01

    Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the…

  10. Ethics and Early Intervention: Toward More Relationship-Focused Interventions.

    ERIC Educational Resources Information Center

    Able-Boone, Harriet

    1996-01-01

    The ethical issues surrounding early intervention services to young children with disabilities are discussed. The conflict between parental autonomy and paternalistic interventions is evaluated. Value-based intervention decisions, such as parent choice of alternative therapies, refusal of services, and family-centered versus child-centered care,…

  11. The EHDI and Early Intervention Connection

    ERIC Educational Resources Information Center

    Nelson, Lauri; Bradham, Tamala S.; Houston, K. Todd

    2011-01-01

    State coordinators of early hearing detection and intervention (EHDI) programs completed a strengths, weaknesses, opportunities, and threats, or SWOT, analysis that examined 12 areas within state EHDI programs. For the early intervention focus question, 48 coordinators listed 273 items, and themes were identified within each SWOT category. A…

  12. "Dosage" Decisions for Early Intervention Services

    ERIC Educational Resources Information Center

    Kuhn, Miriam; Marvin, Christine A.

    2016-01-01

    Part C of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004 requires early intervention teams craft individualized and effective plans to meet the needs of young children with special needs and their families (Küpper, 2012). Many early intervention teams, however, may struggle to follow a process that results in…

  13. A Literature Review of Early Intervention.

    ERIC Educational Resources Information Center

    Panitch, Melanie

    This review of the literature on early childhood intervention with special needs children provides a Canadian perspective on theory, models, program development, effects, and training. After an introductory chapter, the second chapter identifies theoretical influences on early childhood intervention, including the work of Piaget, Bronfenbrenner,…

  14. Mediators and moderators in early intervention research

    PubMed Central

    Breitborde, Nicholas J. K.; Srihari, Vinod H.; Pollard, Jessica M.; Addington, Donald N.; Woods, Scott W.

    2015-01-01

    Aim The goal of this paper is to provide clarification with regard to the nature of mediator and moderator variables and the statistical methods used to test for the existence of these variables. Particular attention will be devoted to discussing the ways in which the identification of mediator and moderator variables may help to advance the field of early intervention in psychiatry. Methods We completed a literature review of the methodological strategies used to test for mediator and moderator variables. Results Although several tests for mediator variables are currently available, recent evaluations suggest that tests which directly evaluate the indirect effect are superior. With regard to moderator variables, two approaches (‘pick-a-point’ and regions of significance) are available, and we provide guidelines with regard to how researchers can determine which approach may be most appropriate to use for their specific study. Finally, we discuss how to evaluate the clinical importance of mediator and moderator relationships as well as the methodology to calculate statistical power for tests of mediation and moderation. Conclusion Further exploration of mediator and moderator variables may provide valuable information with regard to interventions provided early in the course of a psychiatric illness. PMID:20536970

  15. Mediators and moderators in early intervention research.

    PubMed

    Breitborde, Nicholas J K; Srihari, Vinod H; Pollard, Jessica M; Addington, Donald N; Woods, Scott W

    2010-05-01

    The goal of this paper is to provide clarification with regard to the nature of mediator and moderator variables and the statistical methods used to test for the existence of these variables. Particular attention will be devoted to discussing the ways in which the identification of mediator and moderator variables may help to advance the field of early intervention in psychiatry. We completed a literature review of the methodological strategies used to test for mediator and moderator variables. Although several tests for mediator variables are currently available, recent evaluations suggest that tests which directly evaluate the indirect effect are superior. With regard to moderator variables, two approaches ('pick-a-point' and regions of significance) are available, and we provide guidelines with regard to how researchers can determine which approach may be most appropriate to use for their specific study. Finally, we discuss how to evaluate the clinical importance of mediator and moderator relationships as well as the methodology to calculate statistical power for tests of mediation and moderation. Further exploration of mediator and moderator variables may provide valuable information with regard to interventions provided early in the course of a psychiatric illness.

  16. Early intervention for post-traumatic stress disorder.

    PubMed

    Bryant, Richard A

    2007-02-01

    The potentially debilitating effect of posttraumatic stress disorder (PTSD) has created much interest in early intervention strategies that can reduce PTSD. This review critiques the evidence for psychological debriefing approaches and alternate early intervention strategies. The review critiques the randomized controlled trials of psychological debriefing, and early provision of cognitive behavior therapy. The latter approach involves therapy attention on acutely traumatized individuals who are high risk for PTSD development, and particularly in people with acute stress disorder (ASD). Psychological debriefing does not prevent PTSD. Cognitive behaviour therapy strategies have proven efficacy in reducing subsequent PTSD in ASD populations. Despite the promising evidence for early provision of CBT, many people do not benefit from CBT. This review concludes with consideration of major challenges facing early intervention approaches in the context of terrorist attacks and mass disasters.

  17. Discerning the Future of Early Childhood Intervention.

    ERIC Educational Resources Information Center

    Zigler, Edward; Berman, Winnie

    1983-01-01

    Examines the recent history of early childhood intervention efforts; discusses principles that guided the formation of intervention programs in the 1960s and 1970s; describes the Head Start program and lessons learned from its development; considers issues in evaluating intervention programs; and presents suggestions for future directions in early…

  18. The Application of a Transdisciplinary Model for Early Intervention Services

    ERIC Educational Resources Information Center

    King, Gillian; Strachan, Deborah; Tucker, Michelle; Duwyn, Betty; Desserud, Sharon; Shillington, Monique

    2009-01-01

    This article reviews the literature on the transdisciplinary approach to early intervention services and identifies the essential elements of this approach. A practice model describing the implementation of the approach is then presented, based on the experiences of staff members in a home visiting program for infants that has been in existence…

  19. Infusing Early Childhood Mental Health into Early Intervention Services

    ERIC Educational Resources Information Center

    Grabert, John C.

    2009-01-01

    This article describes the process of enhancing early childhood mental health awareness and skills in non-mental health staff. The author describes a pilot training model, conducted the U.S. Army's Early Intervention Services, that involved: (a) increasing early childhood mental health knowledge through reflective readings, (b) enhancing…

  20. Partners in Parenting: A Multi-Level Web-Based Approach to Support Parents in Prevention and Early Intervention for Adolescent Depression and Anxiety

    PubMed Central

    Lawrence, Katherine A; Rapee, Ronald M; Cardamone-Breen, Mairead C; Green, Jacqueline; Jorm, Anthony F

    2017-01-01

    Depression and anxiety disorders in young people are a global health concern. Various risk and protective factors for these disorders are potentially modifiable by parents, underscoring the important role parents play in reducing the risk and impact of these disorders in their adolescent children. However, cost-effective, evidence-based interventions for parents that can be widely disseminated are lacking. In this paper, we propose a multi-level public health approach involving a Web-based parenting intervention, Partners in Parenting (PIP). We describe the components of the Web-based intervention and how each component was developed. Development of the intervention was guided by principles of the persuasive systems design model to maximize parental engagement and adherence. A consumer-engagement approach was used, including consultation with parents and adolescents about the content and presentation of the intervention. The PIP intervention can be used at varying levels of intensity to tailor to the different needs of parents across the population. Challenges and opportunities for the use of the intervention are discussed. The PIP Web-based intervention was developed to address the dearth of evidence-based resources to support parents in their important role in their adolescents’ mental health. The proposed public health approach utilizes this intervention at varying levels of intensity based on parents’ needs. Evaluation of each separate level of the model is ongoing. Further evaluation of the whole approach is required to assess the utility of the intervention as a public health approach, as well as its broader effects on adolescent functioning and socioeconomic outcomes. PMID:29258974

  1. Velocardiofacial Syndrome and Early Intervention Providers: Recommendations for Intervention

    ERIC Educational Resources Information Center

    Boyer, Valerie E.; Fullman, Leah I.; Bruns, Deborah A.

    2012-01-01

    Velocardiofacial syndrome (VCFS), the most common microdeletion syndrome, is increasingly diagnosed in young children because of advances in diagnostic testing. The result is an increase in the number of young children with VCFS referred for early intervention (EI) services. We describe early development of children with VCFS and strategies to…

  2. Early detection and intervention for attention-deficit/hyperactivity disorder.

    PubMed

    Sonuga-Barke, Edmund J S; Koerting, Johanna; Smith, Elizabeth; McCann, Donna C; Thompson, Margaret

    2011-04-01

    Attention-deficit/hyperactivity disorder (ADHD) is a high-cost/high-burden disorder. Early detection and intervention may prevent or ameliorate the development of the disorder and reduce its long-term impact. In this article, we set out a rationale for an early detection and intervention program. First, we highlight the costs of the condition and second, we discuss the limitations of the current treatments. We then outline the potential value of an early detection and intervention program. We review evidence on predictors of poor outcomes for early ADHD signs and discuss how these might allow us to target early intervention more cost-effectively. We then examine potential barriers to engagement with at-risk samples. This leads to a discussion of possible intervention approaches and how these could be improved. Finally, we describe the Program for Early Detection and Intervention for ADHD (PEDIA), a 5-year program of research supported by the UK National Institute for Health Research and conducted at the University of Southampton (Southampton, UK), which aims to develop and evaluate a strategy for early intervention.

  3. Benefits of Early Intervention for Special Children.

    ERIC Educational Resources Information Center

    Bailey, Pamela W.; Trohanis, Pascal L.

    The document contains summaries of over 50 publicly available publications which support the case for early intervention for handicapped children and their families. Section 1 contains studies pertaining to the effectiveness of any intervention. This section also describes projects approved by the United States Department of Education's Joint…

  4. Early Intervention, Maternal Development and Children's Play.

    ERIC Educational Resources Information Center

    Slaughter, Diana T.

    The purposes of this longitudinal study of early intervention with 83 black mother-child dyads were (a) to test the thesis that sociocultural transmission influences childhood development in educationally significant ways, and (b) to describe the process through which such transmission can occur. Two social intervention programs were contrasted;…

  5. News in early intervention in autism.

    PubMed

    Geoffray, Marie-Maude; Thevenet, Marion; Georgieff, Nicolas

    2016-09-01

    Autism Spectrum Disorder (ASD) is a complex neurodevelopmental trouble which prevents the child from socio-communicative interaction, and learning from his environment. Non-medical early intervention attempts to improve prognosis. We will review the main current hypothesis, intervention models and scientific supports about early intervention. We conducted a search of the literature published on Medline between 2010 and 2015 related to intervention models provided to children with ASD aged less than 3 years. Data were extracted from systematic reviews and recent randomized controlled trials with moderate to high GRADE quality of evidence. Early intervention refers to brain plasticity theory. With the epidemiological studies of infant "at risk" there is an attempt to intervene earlier before full syndrome is present. Interventions tend to follow more on a developmental hierarchy of socio-communicative skills and to focus on the dyadic relation between the child and the caregivers to improve the core autistic symptoms. Over the last 6 years, there's been news and fine-tuned ways about early intervention, and more and more systematic evaluation. However, there are only few interventions which were evaluated in trial with a strong GRADE recommendation and all of them have methodological concerns. It is important to be cautious in recommendations for mental health politic, even if it is important to improve access to services for all children and their families, hence finance and design rigorous project in research.

  6. The Early Intervention Family Alliance

    ERIC Educational Resources Information Center

    Romanick, Roxane

    2008-01-01

    In late 2005, individuals from across the country traveled to attend the national Office of Special Education Conference on Early Childhood in Washington, DC. Connected by networking at the conference, a group of parents with children with special needs left committed to collaboratively formulate a plan to create a family-centered and…

  7. Early Risers. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2012

    2012-01-01

    "Early Risers" is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The intervention model includes two child-focused components and two parent/family components. The Child Skills component is designed to teach skills that enhance children's emotional and behavioral…

  8. Early Intervention: Key Issues from Research.

    ERIC Educational Resources Information Center

    Fraser, Helen

    1998-01-01

    As the preschool and early years of schooling were becoming the focus of increasing attention, the Scottish Office Education and Industry Department commissioned a review of United Kingdom and international literature on the use of early intervention schemes for disadvantaged students. The resulting review presents evidence on the most appropriate…

  9. Early Diagnosis and Early Intervention in Cerebral Palsy

    PubMed Central

    Hadders-Algra, Mijna

    2014-01-01

    This paper reviews the opportunities and challenges for early diagnosis and early intervention in cerebral palsy (CP). CP describes a group of disorders of the development of movement and posture, causing activity limitation that is attributed to disturbances that occurred in the fetal or infant brain. Therefore, the paper starts with a summary of relevant information from developmental neuroscience. Most lesions underlying CP occur in the second half of gestation, when developmental activity in the brain reaches its summit. Variations in timing of the damage not only result in different lesions but also in different neuroplastic reactions and different associated neuropathologies. This turns CP into a heterogeneous entity. This may mean that the best early diagnostics and the best intervention methods may differ for various subgroups of children with CP. Next, the paper addresses possibilities for early diagnosis. It discusses the predictive value of neuromotor and neurological exams, neuroimaging techniques, and neurophysiological assessments. Prediction is best when complementary techniques are used in longitudinal series. Possibilities for early prediction of CP differ for infants admitted to neonatal intensive care and other infants. In the former group, best prediction is achieved with the combination of neuroimaging and the assessment of general movements, in the latter group, best prediction is based on carefully documented milestones and neurological assessment. The last part reviews early intervention in infants developing CP. Most knowledge on early intervention is based on studies in high-risk infants without CP. In these infants, early intervention programs promote cognitive development until preschool age; motor development profits less. The few studies on early intervention in infants developing CP suggest that programs that stimulate all aspects of infant development by means of family coaching are most promising. More research is urgently needed

  10. Integrating Infant Mental Health into Primary Health Care and Early Childhood Education Settings in Israel: The "Mediational Intervention for Sensitizing Caregivers" Approach

    ERIC Educational Resources Information Center

    Shohet, Cilly; Jaegermann, Nurit

    2012-01-01

    The Mediational Intervention for Sensitizing Caregivers (MISC) model is a comprehensive developmental approach to help adults understand their role in child development by enhancing the quality of adult-child interactions. This article describes how the Irving B. Harris Program for Infants, Toddlers and Their Families at Bar-Ilan University…

  11. Variable- and Person-Centered Approaches to the Analysis of Early Adolescent Substance Use: Linking Peer, Family, and Intervention Effects with Developmental Trajectories

    ERIC Educational Resources Information Center

    Connell, Arin M.; Dishion, Thomas J.; Deater-Deckard, Kirby

    2006-01-01

    This 4-year study of 698 young adolescents examined the covariates of early onset substance use from Grade 6 through Grade 9. The youth were randomly assigned to a family-centered Adolescent Transitions Program (ATP) condition. Variable-centered (zero-inflated Poisson growth model) and person-centered (latent growth mixture model) approaches were…

  12. Materials and Equipment: ECI-4. Early Childhood Intervention Catalog Module.

    ERIC Educational Resources Information Center

    Evans, Joyce; Bricker, Donna

    The fourth of seven modules for professionals working with young (birth to age 3) handicapped children provides information on equipment, materials, and activities in early intervention. Background information discusses ways to catalog materials and equipment and describes teaching approaches using toys and manipulatives. A variety of teaching…

  13. A Description of the Hawthorn Center Early Intervention Program.

    ERIC Educational Resources Information Center

    Glovinsky, Ira; Keller, Jackie

    An early intervention project for preschool handicapped children is described. Specific program goals (including improved functioning in social, emotional, communication, and preacademic areas) are listed, and roles of the interdisciplinary staff members are considered. Among evaluation approaches discussed are psychological measures, family…

  14. Beyond Early Intervention: Providing Support to Public School Personnel

    ERIC Educational Resources Information Center

    Wilson, Kathryn

    2006-01-01

    At age 3, children with hearing loss transition from Part C early intervention to Part B public school services. These children represent a heterogeneous population when considering factors such as communication approaches; speech, language, auditory and cognitive skills; social-emotional and motor development; parental involvement; hearing…

  15. Defining Family-Friendly Early Intervention.

    ERIC Educational Resources Information Center

    Wadsworth, Donna E. Dugger; Wartelle, Noah L.

    Prior to the 1986 passage of PL 99-457, an extension of the special services coverage under the Education for All Handicapped Children Act, early intervention programs were primarily interventionist directed and child focused. The new legislation provided incentives for providing programs that were family-centered and family-driven. The goal of…

  16. Defining Parent Education in Early Intervention.

    ERIC Educational Resources Information Center

    Dinnebeil, Laurie A.

    1999-01-01

    This response to Mahoney et al. (EC 623 392) offers a definition of parent education and discusses the importance of identifying intended outcomes and providing effective educational opportunities. Two models of parent education in early intervention are described: Parents Interacting with Infants and the Individualized Support Project. Some…

  17. Readability of Early Intervention Program Literature

    ERIC Educational Resources Information Center

    Pizur-Barnekow, Kris; Patrick, Timothy; Rhyner, Paula M.; Cashin, Susan; Rentmeester, Angela

    2011-01-01

    Accessibility of early intervention program literature was examined through readability analysis of documents given to families who have a child served by the Birth to 3 program. Nine agencies that serve families in Birth to 3 programs located in a county in the Midwest provided the (n = 94) documents. Documents were included in the analysis if…

  18. Early Intervention Services in Youth Mental Health

    ERIC Educational Resources Information Center

    Wade, Darryl; Johnston, Amy; Campbell, Bronwyn; Littlefield, Lyn

    2007-01-01

    Mental and substance use disorders are leading contributors to the burden of disease among young people in Australia, but young people experience a range of barriers to accessing appropriate treatment for their mental health concerns. The development of early intervention services that provide accessible and effective mental health care has the…

  19. Early Childhood Gifted Assessment and Intervention Practices

    ERIC Educational Resources Information Center

    O'Connor, Michelle; Fleischmann, Charles; Kenner, Emily; McCobin, Allison; McGoey, Kara

    2017-01-01

    In the area of early childhood gifted education and effective interventions for young children identified as intellectually gifted, there appears to be a persistent lack of research. There is also very little research on the characteristics and social-emotional development of young gifted children, particularly those of preschool age. The small…

  20. Mothers' Coping and Hope in Early Intervention

    ERIC Educational Resources Information Center

    Einav, Michal; Levi, Uzi; Margalit, Malka

    2012-01-01

    The goals of the study were to examine the relations between maternal coping and hope among mothers who participated in early intervention program for their infants. Earlier studies focused attention on mothers' experiences of stress and their coping. Within the salutogenic construct, we aim at examining relations between mothers' coping and hope…

  1. Early Intervention: Expanding Access to Higher Education.

    ERIC Educational Resources Information Center

    Mitchell, Kevin, Ed.

    2000-01-01

    "The ERIC Review" announces research results, publications, and new programs relevant to each issue's theme topic. This issue focuses on early intervention and its role in making higher education accessible to all students, especially those who are traditionally underrepresented or at risk. An introductory section contains one article,…

  2. Early Intervention Methods for Child Abuse Prevention.

    ERIC Educational Resources Information Center

    Wolfe, David A.

    A longitudinal study was made of a prevention-oriented early intervention program intended to help parents who had insufficient and inappropriate childrearing abilities. The program was designed for young parents with fewer than 5 years of childrearing experience; participants were referred from a child protection agency following investigation of…

  3. Outcome Measures for Early Childhood Intervention Services.

    ERIC Educational Resources Information Center

    Accreditation Council on Services for People with Disabilities, Landover, MD.

    This collection of 21 suggested outcome measures for early childhood intervention services is intended to apply to all types of service and support program models for children (birth to age 5) with various developmental delays and/or disabilities. The measures are appropriate for either home-based or center-based service delivery models. Section 1…

  4. American Sign Language and Early Intervention

    ERIC Educational Resources Information Center

    Snoddon, Kristin

    2008-01-01

    Since the beginning of the twenty-first century, the introduction in several countries of universal neonatal hearing screening programs has changed the landscape of education for deaf children. Due to the increasing provision of early intervention services for children identified with hearing loss, public education for deaf children often starts…

  5. Phonics and Semiotics for Early Intervention

    ERIC Educational Resources Information Center

    Lu, Lucia Y.

    2010-01-01

    Clay's Reading Recovery has been one of the most effective one-to-one tutorial sessions. To make the daily lesson more interesting and fully engage the at-risk readers, the author modified Clay's Reading Recovery Program by conceptualizing phonics and semiotics into early intervention. In this case study, three at-risk first graders formed an…

  6. Mothers' Stress, Resilience and Early Intervention

    ERIC Educational Resources Information Center

    Margalit, M.; Kleitman, T.

    2006-01-01

    The aim of the study was to examine factors that predict maternal stress, reported by mothers whose infants were diagnosed as having developmental disabilities at the beginning of participating in an early intervention programme "Me and My Mommy" and after one year. A second goal was to identify and to portray a subgroup of resilient…

  7. 34 CFR 303.11 - Early intervention program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Early intervention program. 303.11 Section 303.11... AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND... intervention program. As used in this part, early intervention program means the total effort in a State that...

  8. 34 CFR 303.11 - Early intervention program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Early intervention program. 303.11 Section 303.11... AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND... intervention program. As used in this part, early intervention program means the total effort in a State that...

  9. Embedded Professional Development and Classroom-Based Early Reading Intervention: Early Diagnostic Reading Intervention through Coaching

    ERIC Educational Resources Information Center

    Amendum, Steven J.

    2014-01-01

    The purpose of the current mixed-methods study was to investigate a model of professional development and classroom-based early reading intervention implemented by the 1st-grade teaching team in a large urban/suburban school district in the southeastern United States. The intervention provided teachers with ongoing embedded professional…

  10. Comparison of Triadic and Provider-Led Intervention Practices in Early Intervention Home Visits

    ERIC Educational Resources Information Center

    Salisbury, Christine L.; Cushing, Lisa S.

    2013-01-01

    Despite calls for adoption and use of triadic early intervention practices, remarkably little research has prospectively compared this approach with traditional, provider-led service delivery. The aim of this study was to compare the actions of providers and caregivers within triadic and provider-led interactions with regard to the following: (1)…

  11. A comprehensive and conservative approach for the restoration of abrasion and erosion. Part I: concepts and clinical rationale for early intervention using adhesive techniques.

    PubMed

    Dietschi, Didier; Argente, Ana

    2011-01-01

    Tooth wear represents a frequent pathology with multifactorial origins. Behavioral changes, unbalanced diet, various medical conditions and medications inducing acid regurgitation or influencing saliva composition and flow rate, trigger tooth erosion. Awake and sleep bruxism, which are widespread nowadays with functional disorders, induce attrition. It has become increasingly important to diagnose early signs of tooth wear so that proper preventive, and if needed, restorative measures are taken. Such disorders have biological, functional, and also esthetic consequences. Following a comprehensive clinical evaluation, treatment objectives, such as a proper occlusal and anatomical scheme as well as a pleasing smile line, are usually set on models with an anterior teeth full-mouth waxup, depending on the severity of tissue loss. Based on the new vertical dimension of occlusion (VDO), combinations of direct and indirect restorations can then help to reestablish anatomy and function. The use of adhesive techniques and resin composites has demonstrated its potential, in particular for the treatment of moderate tooth wear. Part I of this article reviews recent knowledge and clinical concepts dealing with the various forms of early restorative interventions and their potential to restrict ongoing tissue destruction.

  12. 34 CFR 303.112 - Availability of early intervention services.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Availability of early intervention services. 303.112... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR... System Minimum Components of A Statewide System § 303.112 Availability of early intervention services...

  13. 34 CFR 303.12 - Early intervention service provider.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Early intervention service provider. 303.12 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.12 Early intervention service...

  14. 34 CFR 303.112 - Availability of early intervention services.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Availability of early intervention services. 303.112... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR... System Minimum Components of A Statewide System § 303.112 Availability of early intervention services...

  15. 34 CFR 303.11 - Early intervention service program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

  16. 34 CFR 303.12 - Early intervention service provider.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Early intervention service provider. 303.12 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.12 Early intervention service...

  17. 34 CFR 303.112 - Availability of early intervention services.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Availability of early intervention services. 303.112... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR... System Minimum Components of A Statewide System § 303.112 Availability of early intervention services...

  18. 34 CFR 303.11 - Early intervention service program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

  19. 34 CFR 303.11 - Early intervention service program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

  20. 34 CFR 303.12 - Early intervention service provider.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Early intervention service provider. 303.12 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.12 Early intervention service...

  1. Prevention of food allergy - Early dietary interventions.

    PubMed

    Du Toit, George; Foong, Ru-Xin M; Lack, Gideon

    2016-10-01

    The prevalence of food allergy has increased over the last 30 years and remains a disease, which significantly impacts on the quality of life of children and their families. Several hypotheses have been formulated to explain the increasing prevalence; this review will focus on the hypothesis that dietary factors may influence the development of food allergy. Historically, the prevention of food allergy has focused on allergen avoidance. However, recent findings from interventional studies have prompted a shift in the mind set from avoidance to early introduction of potentially allergenic foods. This review aims to facilitate a better understanding of contemporary research studies that make use of early introduction of common allergenic foods into infant diets as a preventative strategy against the development of food allergy. Copyright © 2016 Japanese Society of Allergology. Production and hosting by Elsevier B.V. All rights reserved.

  2. Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention

    ERIC Educational Resources Information Center

    Hawes, Zachary; Moss, Joan; Caswell, Beverly; Naqvi, Sarah; MacKinnon, Sharla

    2017-01-01

    This study describes the implementation and effects of a 32-week teacher-led spatial reasoning intervention in K-2 classrooms. The intervention targeted spatial visualization skills as an integrated feature of regular mathematics instruction. Compared to an active control group, children in the spatial intervention demonstrated gains in spatial…

  3. The early history of ideas on brief interventions for alcohol.

    PubMed

    McCambridge, Jim; Cunningham, John A

    2014-04-01

    This study explores the early development of brief interventions for alcohol using a history of ideas approach with a particular focus on intervention content. The source publications of the key primary studies published from approximately 1962 to 1992 were examined, followed by a brief review of the earliest reviews in this field. These studies were placed in the context of developments in alcohol research and in public health. After early pioneering work on brief interventions, further advances were not made until thinking about alcohol problems and their treatment, most notably on controlled drinking, along with wider changes in public health, created new conditions for progress. There was then a golden era of rapid advance in the late 1980s and early 1990s, when preventing the development of problem drinking became important for public health reasons, in addition to helping already problematic drinkers. Many research challenges identified at that time remain to be met. The content of brief interventions changed over the period of study, although not in ways well informed by research advances, and there were also obvious continuities, with a renewed emphasis on the facilitation of self-change being one important consequence of the development of internet applications. Ideas about brief interventions have changed in important ways. Brief interventions have been studied with different populations of drinkers, with aims embracing both individual and population-level perspectives, and without well-specified contents. The brief intervention field is an appropriate target for further historical investigations, which may help thinking about addressing alcohol and other problems. © 2013 The Authors. Addiction published by John Wiley & Sons Ltd on behalf of Society for the Study of Addiction.

  4. The early history of ideas on brief interventions for alcohol

    PubMed Central

    McCambridge, Jim; Cunningham, John A

    2014-01-01

    Aims This study explores the early development of brief interventions for alcohol using a history of ideas approach with a particular focus on intervention content. Methods The source publications of the key primary studies published from approximately 1962 to 1992 were examined, followed by a brief review of the earliest reviews in this field. These studies were placed in the context of developments in alcohol research and in public health. Results After early pioneering work on brief interventions, further advances were not made until thinking about alcohol problems and their treatment, most notably on controlled drinking, along with wider changes in public health, created new conditions for progress. There was then a golden era of rapid advance in the late 1980s and early 1990s, when preventing the development of problem drinking became important for public health reasons, in addition to helping already problematic drinkers. Many research challenges identified at that time remain to be met. The content of brief interventions changed over the period of study, although not in ways well informed by research advances, and there were also obvious continuities, with a renewed emphasis on the facilitation of self-change being one important consequence of the development of internet applications. Conclusions Ideas about brief interventions have changed in important ways. Brief interventions have been studied with different populations of drinkers, with aims embracing both individual and population-level perspectives, and without well-specified contents. The brief intervention field is an appropriate target for further historical investigations, which may help thinking about addressing alcohol and other problems. PMID:24354855

  5. Early Nutrition and Physical Activity Interventions in Childhood Cancer Survivors

    PubMed Central

    Zhang, Fang Fang; Kelly, Michael J.; Must, Aviva

    2017-01-01

    Purpose of review Childhood cancer survivors experience excessive weight gain early in treatment. Lifestyle interventions need to be initiated early in cancer care to prevent the early onset of obesity and cardiovascular disease (CVD). We reviewed the existing literature on early lifestyle interventions in childhood cancer survivors and consider implications for clinical care. Recent findings Few lifestyle interventions focus on improving nutrition in childhood cancer survivors. A consistent effect on reducing obesity and CVD risk factors is not evident from the limited number of studies with heterogeneous intervention characteristics, although interventions with a longer duration and follow-up show more promising trends. Summary Future lifestyle interventions should be of a longer duration and include a nutrition component. Interventions with a longer duration and follow-up are needed to assess the timing and sustainability of the intervention effect. Lifestyle interventions introduced early in cancer care are both safe and feasible. PMID:28455678

  6. Early hearing detection and intervention: 2010 CODEPEH recommendation.

    PubMed

    Trinidad-Ramos, Germán; de Aguilar, Valentín Alzina; Jaudenes-Casaubón, Carmen; Núñez-Batalla, Faustino; Sequí-Canet, José Miguel

    2010-01-01

    Newborn hearing screening is currently performed routinely in many regional health-care systems in Spain. Despite the remarkable expansion in newborn hearing screening since 2000, its feasibility and the benefits of early identification and intervention, many major challenges still remain. In this article, the Committee for the Early Detection of Hearing Loss (Comisión para la Detección Precoz de la Hipoacusia, CODEPEH) updates the recommendations that are considered important for the future development of early hearing detection and intervention (EDHI) systems in the following points: 1. Screening protocols: Separate protocols are recommended for NICU (Neonatal Intensive Care Units) and well-infant nurseries. 2. Diagnostic audiology evaluation. Professionals with skills and expertise in evaluating newborn and young infants should provide diagnosis, selection and fitting of amplification devices. 3. Medical evaluation. Risk factors for congenital and acquired hearing loss have been combined in a single list rather than grouped by time of onset. A stepwise diagnostic paradigm is diagnostically more efficient and cost-effective than a simultaneous testing approach. 4. Early intervention and surveillance. All individuals providing services to infants with hearing loss should have specialized training and expertise in the development of audition, speech and language. Regular surveillance should be performed on developmental milestones, auditory skills, parental concerns, and middle ear status. 5. Quality control. Data management as part of an integrated system is important to monitor and improve the quality of EDHI services. 2009 Elsevier España, S.L. All rights reserved.

  7. Community organizing and community health: piloting an innovative approach to community engagement applied to an early intervention project in south London

    PubMed Central

    Bolton, Matthew; Moore, Imogen; Ferreira, Ana; Day, Crispin; Bolton, Derek

    2016-01-01

    Background The importance of community engagement in health is widely recognized, and key themes in UK National Institute for Health and Clinical Excellence (NICE) recommendations for enhancing community engagement are co-production and community control. This study reports an innovative approach to community engagement using the community-organizing methodology, applied in an intervention of social support to increase social capital, reduce stress and improve well-being in mothers who were pregnant and/or with infants aged 0–2 years. Methods Professional community organizers in Citizens-UK worked with local member civic institutions in south London to facilitate social support to a group of 15 new mothers. Acceptability of the programme, adherence to principles of co-production and community control, and changes in the outcomes of interest were assessed quantitatively in a quasi-experimental design. Results The programme was found to be feasible and acceptable to participating mothers, and perceived by them to involve co-production and community control. There were no detected changes in subjective well-being, but there were important reductions in distress on a standard self-report measure (GHQ-12). There were increases in social capital of a circumscribed kind associated with the project. Conclusions Community organizing provides a promising model and method of facilitating community engagement in health. PMID:25724610

  8. Mothers' Satisfaction with a Home Based Early Intervention Programme for Children with ASD

    ERIC Educational Resources Information Center

    Rodger, Sylvia; Keen, Deb; Braithwaite, Michelle; Cook, Shannon

    2008-01-01

    Background: Early intervention services adopting a family-centred approach are considered important for ensuring parent satisfaction. This study investigated the satisfaction of two mothers with an early intervention programme for young children with autistic spectrum disorder. Materials and Methods: While 16 mother-child dyads participated in a…

  9. [The Outpatient Clinic for Adolescent Risk-taking and Self-harm behaviors (AtR!Sk) - A Pioneering Approach of Outpatient Early Detection and Intervention of Borderline Personality Disorder].

    PubMed

    Kaess, Michael; Ghinea, Denisa; Fischer-Waldschmidt, Gloria; Resch, Franz

    2017-07-01

    The Outpatient Clinic for Adolescent Risk-taking and Self-harm behaviors (AtR!Sk) - A Pioneering Approach of Outpatient Early Detection and Intervention of Borderline Personality Disorder Self-harm and risk-taking behaviors are frequently occurring problems in adolescents' everyday life and commonly challenge the present child and adolescent health-care system. Those behaviors are typical features of borderline-personality disorder (BPD), a severe mental disorder that is associated with immense psychological strain, increased risk of mortality and poor psychosocial functioning. Despite controversy in the past, recent evidence shows that BPD is a valid and reliable diagnosis in adolescence. Consequently, specified and effective intervention programs for this age group are necessary. Instead, present health-care services for children and adolescents in Germany are usually characterized by long waiting periods for specialized outpatient treatments and unnecessary expanses of unnecessary long inpatient stays. Alternatively, and in order to prevent serious long-term consequences, new concepts - integrated in an ambulatory setting and close to patients' daily routines - should focus on early detection and treatment of adolescents at-risk presenting with borderline personality features. The specialist outpatient clinic AtR!Sk at the University Hospital Heidelberg ensures a low-threshold initial contact service, comprehensive and accurate diagnosis of BPD features, and rapidly "tailored" therapy for young people presenting with any types of risk-taking and self-harm behavior. AtR!Sk - as a pioneering approach in south Germany - provides evidence-based early detection and intervention for adolescent BPD.

  10. "How Early Is Early?" or "How Late Is Late?": Thinking through Some Issues in Early Intervention

    ERIC Educational Resources Information Center

    Mercieca, Daniela; Mercieca, Duncan P.

    2014-01-01

    Early intervention comes in-between the lives of children, families and teachers. This article uses part of a report written by an educational psychologist about a little girl to question the nature of intervention through Rancière's writings. As children and parents are seen as put into the position of inadequacy, they require such…

  11. An Early Intervention Supporting the Literacy Learning of Children Experiencing Substantial Difficulty.

    ERIC Educational Resources Information Center

    Jackson, Jane B.; Paratore, Jeanne R.; Chard, David J.; Garnick, Sheila

    1999-01-01

    A study examined the degree to which eight teachers would faithfully implement an early literacy intervention plan. Teachers implemented the intervention with a high degree of fidelity and benefited from the community approach to intervention for struggling readers. Most children made substantial gains in phonemic blending and segmenting…

  12. Early Intervention for Children with Disabilities: The Australian Experience.

    ERIC Educational Resources Information Center

    Pieterse, Moira, Ed.; And Others

    A collection of papers on the Australian experience with early intervention for children with disabilities gives regional overviews, describes specific intervention programs, and discusses a variety of issues. Overviews are given of early intervention in Australia in general, New South Wales, Victoria, Queensland, South Australia, Western…

  13. Developments in early intervention for psychosis in Hong Kong.

    PubMed

    Wong, G H Y; Hui, C L M; Wong, D Y; Tang, J Y M; Chang, W C; Chan, S K W; Lee, E H M; Xu, J Q; Lin, J J X; Lai, D C; Tam, W; Kok, J; Chung, D W S; Hung, S F; Chen, E Y H

    2012-09-01

    The year 2011 marked the 10-year milestone of early intervention for psychosis in Hong Kong. Since 2001, the landscape of early psychosis services has changed markedly in Hong Kong. Substantial progress has been made in the areas of early intervention service implementation, knowledge generation, and public awareness promotion. Favourable outcomes attributable to the early intervention service are supported by solid evidence from local clinical research studies; early intervention service users showed improved functioning, ameliorated symptoms, and decreased hospitalisation and suicide rates. Continued development of early intervention in Hong Kong over the decade includes the introduction and maturation of several key platforms, such as the Hospital Authority Early Assessment Service for Young People with Psychosis programme, the Psychosis Studies and Intervention Unit by the University of Hong Kong, the Hong Kong Early Psychosis Intervention Society, the Jockey Club Early Psychosis Project, and the postgraduate Psychological Medicine (Psychosis Studies) programme. In this paper, we reviewed some of the major milestones in local service development with reference to features of the Hong Kong mental health system. We describe chronologically the implementation and consolidation of public early intervention services as well as recent progresses in public awareness work that are tied in with knowledge generation and transfer, and outline the prospects for early intervention in the next decade and those that follow.

  14. Interventions for nausea and vomiting in early pregnancy

    PubMed Central

    Matthews, Anne; Dowswell, Therese; Haas, David M; Doyle, Mary; O’Mathúna, Dónal P

    2014-01-01

    were unable to pool findings from studies for most outcomes due to heterogeneity in study participants, interventions, comparison groups, and outcomes measured or reported. The methodological quality of the included studies was mixed. Authors’ conclusions Given the high prevalence of nausea and vomiting in early pregnancy, health professionals need to provide clear guidance to women, based on systematically reviewed evidence. There is a lack of high-quality evidence to support that advice. The difficulties in interpreting the results of the studies included in this review highlight the need for specific, consistent and clearly justified outcomes and approaches to measurement in research studies. PMID:20824863

  15. Early Intervention and AAC: What a Difference 30 Years Makes.

    PubMed

    Romski, MaryAnn; Sevcik, Rose A; Barton-Hulsey, Andrea; Whitmore, Ani S

    2015-01-01

    This article provides an overview of early intervention and AAC over the 30-year period since the founding of the journal Augmentative and Alternative Communication in 1985. It discusses the global context for early intervention and addresses issues pertaining to young children from birth to 6 years of age. It provides a narrative review and synthesis of the evidence base in AAC and early intervention. Finally, it provides implications for practice and future research directions.

  16. Day hospital for early intervention for individuals with psychotic disorders.

    PubMed

    Šago, Daniela; Filipčić, Igor; Lovretić, Vanja; Mayer, Nina

    2018-06-01

    In long-term outcome studies on individuals with first-episode psychosis, improved remission and recovery rates perhaps reflect the improved treatment in dedicated early intervention program. The first episode is a critical period in which individuals with psychosis, as well as members of their families, are confronted with the illness for the first time. Until nowadays, treatment of first psychotic episodes in Croatia has usually been provided in hospital setting. The day hospital provides comprehensive therapeutic approach that refers to early systematic application of all available and effective therapeutic methods in the initial phases of psychotic disorders, and aims to attain and maintain remission and recovery, as well as insight and adherence to treatment. The day hospital is a time-limited structured program that comprises diagnostic procedures, treatment and rehabilitation based on various group psychotherapy and socio-therapy approaches. It is cheaper than hospital treatment and preferred by patients and their families. The importance of involving family members along with patients in the therapeutic process is recognized. The aim of this paper is to present the first day hospital for early intervention and treatment of individuals with psychotic disorder, established within Psychiatric hospital "Sveti Ivan", Zagreb, Croatia.

  17. VIA Family - Family Based Early Intervention Versus Treatment as Usual

    ClinicalTrials.gov

    2018-04-12

    Early Intervention; Child of Impaired Parents; Child; Adolescent; Mental Disorders, Severe; Schizophrenia; Bipolar Disorder; Depressive Disorder, Recurrent; Psychotic Disorders; Parent-Child Relations

  18. Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education

    ERIC Educational Resources Information Center

    Lifter, Karin; Foster-Sanda, Suzanne; Arzamarski, Caley; Briesch, Jacquelyn; McClure, Ellen

    2011-01-01

    Play is a natural activity of early childhood, which has great relevance to the fields of early intervention, early childhood special education, and early childhood education. Within these fields, ongoing tensions persist in how play is described and used. These tensions compromise activities of assessment, intervention, and curriculum development…

  19. Contexts for Teacher Practice: (Re)Considering the Role of Context in Interventions in Early Childhood Teacher Engagement with New Approaches to Shared Book Reading

    ERIC Educational Resources Information Center

    Delaney, Katherine K.; Neuman, Susan B.

    2016-01-01

    Although the randomized controlled trial has been regarded as the "sine qua non" in recent years, we argue that understanding contexts for teacher practice is a critical factor in the implementation of intervention, but has often been overlooked in educational research design. In this paper, we argue that randomized trials may not be…

  20. A Research-Informed Dialogic-Teaching Approach to Early Secondary School Mathematics and Science: The Pedagogical Design and Field Trial of the"epiSTEMe" Intervention

    ERIC Educational Resources Information Center

    Ruthven, Kenneth; Mercer, Neil; Taber, Keith S.; Guardia, Paula; Hofmann, Riikka; Ilie, Sonia; Luthman, Stefanie; Riga, Fran

    2017-01-01

    The "Effecting Principled Improvement in STEM Education" ["epiSTEMe"] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing…

  1. Promotion, Prevention and Early Intervention for Mental Health: National Consultation.

    ERIC Educational Resources Information Center

    2003

    This report provides a description of a national consultation that was undertaken in 2001-2002 to provide feedback on two companion national policy documents: "National Action Plan for Promotion, Prevention and Early Intervention for Mental Health 2000" and "Promotion, Prevention and Early Intervention for Mental Health: A…

  2. Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia; Brown, E. Todd

    2013-01-01

    This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

  3. Early Intervention Practices in China: Present Situation and Future Directions

    ERIC Educational Resources Information Center

    Hu, Xiaoyi; Yang, Xijie

    2013-01-01

    Early intervention services to young children with developmental delays in China have experienced significant growth since 1978, the beginning of the period of Reform and Opening. This article described the present situation of early intervention practices in mainland China, framed around the key components and guiding principles of Guralnick's…

  4. A National Look at Children and Families Entering Early Intervention

    ERIC Educational Resources Information Center

    Scarborough, Anita A.; Spiker, Donna; Mallik, Sangeeta; Hebbeler, Kathleen M.; Bailey Jr., Donald B.; Simeonsson, Rune J.

    2004-01-01

    The National Early Intervention Longitudinal Study (NEILS) is the first study of Part C of the Individuals With Disabilities Education Act (IDEA) early intervention system with a nationally representative sample of infants and toddlers with disabilities. This article presents national estimates of characteristics of infants and toddlers and their…

  5. Mapping the Early Intervention System in Ontario, Canada

    ERIC Educational Resources Information Center

    Underwood, Kathryn

    2012-01-01

    This study documents the wide range of early intervention services across the province of Ontario. The services are mapped across the province showing geographic information as well as the scope of services (clinical, family-based, resource support, etc.), the range of early intervention professionals, sources of funding and the populations served…

  6. Parent Involvement in Early Intervention: What Role Does Setting Play?

    ERIC Educational Resources Information Center

    Kellar-Guenther, Yvonne; Rosenberg, Steven A.; Block, Stephen R.; Robinson, Cordelia C.

    2014-01-01

    This study compared levels of parent involvement in early intervention services for children under three which were delivered in community settings (children's homes and child care programs) and specialized settings (early intervention centers and provider offices) in the USA. Respondents reported the highest levels of parental involvement in the…

  7. Early Intervention for Families and Children Experiencing Homelessness

    ERIC Educational Resources Information Center

    Hurley, Jennifer J.; Looby, Winnie; Goodrum, Ashley R.; Campbell, Elizabeth M.; Bonti, Gregg K.; Raymon, Becca A.; Condon, Rebecca; Schwaeber, Sami E.; Mauceri, Melina E.; Bourne, Erin M.; Callahan, Elizabeth D.; Hardy, Danielle L.; Mathews, Pamela

    2018-01-01

    Early intervention (EI) services are provided for families and children at risk for or with developmental delays. Early intervention includes services that are provided in the natural environment as mandated by the Individuals with Disabilities Education Act (IDEA; 2004). The natural environment is where children and families would naturally spend…

  8. A Consumer's Guide To Outcomes in Early Childhood Intervention.

    ERIC Educational Resources Information Center

    Accreditation Council on Services for People with Disabilities, Landover, MD.

    This collection of 21 suggested outcome measures for early childhood intervention services is designed to assist families in evaluating the quality of early intervention services they receive. The measures apply to all types of service and support program models for children with various developmental delays and/or disabilities and their families.…

  9. Mathematical Difficulty: Does Early Intervention Enhance Mathematical Performance?

    ERIC Educational Resources Information Center

    Graham, Jennifer

    2008-01-01

    The need to ask educators about their opinions on the subject to what extent early intervention methods enhance mathematical performance is long overdue. The purpose of this quantitative research is to examine the extent to which teachers agree that early intervention methods enhance the mathematical performance of students with mathematical…

  10. Student Preparation for Professional Practice in Early Intervention

    ERIC Educational Resources Information Center

    Francois, Jennifer R.; Coufal, Kathy L.; Subramanian, Anu

    2015-01-01

    The preparation of students for professional practice in the field of early intervention has changed as a result of mandates through Part C, Individuals With Disabilities Education Act (IDEA). The purpose of this survey research was to describe the knowledge and skill areas, specific to early intervention, included in pre-professional curricula…

  11. Seven Elements Important to Successful Implementation of Early Literacy Intervention

    ERIC Educational Resources Information Center

    Foorman, Barbara; Dombek, Jennifer; Smith, Kevin

    2016-01-01

    The objective of this article is to describe seven elements important to successful implementation of early literacy intervention. The seven elements are drawn from research as well as from the authors' recent randomized controlled trial of effective early literacy interventions in kindergarten through second grade in 55 schools across Florida.…

  12. Effective Interventions to Strengthen Early Language and Literacy Skills in Low-Income Countries: Comparison of a Family-Focused Approach and a Pre-Primary Programme in Ethiopia

    ERIC Educational Resources Information Center

    Borisova, Ivelina; Pisani, Lauren; Dowd, Amy Jo; Lin, Hsiao-Chen

    2017-01-01

    Globally, governments as well as international and donor organizations are increasingly emphasizing the need for investment in effective early childhood programmes that can provide an equitable start for all children. Research is scant, however, on the effectiveness of different interventions supporting early language as well as broader school…

  13. A Comparison of Responsive Interventions on Kindergarteners' Early Reading Achievement

    ERIC Educational Resources Information Center

    Little, Mary E.; Rawlinson, D'Ann; Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Hagan-Burke, Shanna; Simmons, Leslie E.; Fogarty, Melissa; Oslund, Eric; Coyne, Michael D.

    2012-01-01

    This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response…

  14. Developmental Phenotypes and Causal Pathways in Attention Deficit/Hyperactivity Disorder: Potential Targets for Early Intervention?

    ERIC Educational Resources Information Center

    Sonuga-Barke, Edmund J. S.; Halperin, Jeffrey M.

    2010-01-01

    Early intervention approaches have rarely been implemented for the prevention of attention deficit/hyperactivity disorder (ADHD). In this paper we explore whether such an approach may represent an important new direction for therapeutic innovation. We propose that such an approach is most likely to be of value when grounded in and informed by…

  15. Preventing Obesity Across Generations: Evidence for Early Life Intervention.

    PubMed

    Haire-Joshu, Debra; Tabak, Rachel

    2016-01-01

    To prevent the intergenerational transfer of obesity and end the current epidemic, interventions are needed across the early life stages, from preconception to prenatal to infancy through the age of 2 years. The foundation for obesity is laid in early life by actions and interactions passed from parent to child that have long-lasting biologic and behavioral consequences. The purpose of this paper is to examine the best evidence about (a) factors in parents and offspring that promote obesity during the early life stages, (b) the social determinants and dimensions of obesity in early life, (c) promising and effective interventions for preventing obesity in early life, and (d) opportunities for future research into strategies to disrupt the intergenerational cycle of obesity that begins early in life. The pathway for halting the intergenerational obesity epidemic requires the discovery and development of evidence-based interventions that can act across multiple dimensions of influence on early life.

  16. Preventing Obesity Across Generations: Evidence for Early Life Intervention

    PubMed Central

    Haire-Joshu, Debra; Tabak, Rachel

    2017-01-01

    To prevent the intergenerational transfer of obesity and end the current epidemic, interventions are needed across the early life stages, from preconception to prenatal to infancy through the age of 2 years. The foundation for obesity is laid in early life by actions and interactions passed from parent to child that have long-lasting biologic and behavioral consequences. The purpose of this paper is to examine the best evidence about (a) factors in parents and offspring that promote obesity during the early life stages, (b) the social determinants and dimensions of obesity in early life, (c) promising and effective interventions for preventing obesity in early life, and (d) opportunities for future research into strategies to disrupt the intergenerational cycle of obesity that begins early in life. The pathway for halting the intergenerational obesity epidemic requires the discovery and development of evidence-based interventions that can act across multiple dimensions of influence on early life. PMID:26989828

  17. Assessing Early Intervention Provider Needs: Insights from One State

    ERIC Educational Resources Information Center

    Spence, Christine M.; Connor, Susan M.; Burke, Ted; Cheema, Jehanzeb R.; Ostrosky, Michaelene M.

    2018-01-01

    A statewide needs assessment was conducted with early interventionists to gather information on perceived professional development (PD) needs. Across 3 years, 4,455 early interventionists responded to an online survey. Data were analyzed for reported needs on PD topics in seven broad areas related to early intervention processes and content.…

  18. Early Intervention Paraprofessional Standards: Development and Field Validation

    ERIC Educational Resources Information Center

    Banerjee, Rashida; Chopra, Ritu V.; DiPalma, Geraldine

    2017-01-01

    Personnel standards are the foundations for how states and nations approve a program, engage in systemic assessment, and provide effective professional development to its early childhood professionals. However, despite the extensive use of paraprofessionals in early intervention/early childhood special education programs, there is a lack of…

  19. It's Hard to Get from Here to There: Early Intervention for Rural Young Children in Arkansas

    ERIC Educational Resources Information Center

    Marsh, Carolyn; Casey, Patrick H.

    2006-01-01

    The Kids First program at the University of Arkansas Medical School (UAMS) is an outgrowth of the Infant Health and Development Program, a randomized trial of an early intervention approach for premature, low birth weight children, which showed that intensive intervention had significant initial benefits in the cognitive development and behavior…

  20. Generative Mechanisms in Early Childhood Interventions: A Confirmatory Research Framework for Prevention.

    PubMed

    Reynolds, Arthur J; Ou, Suh-Ruu

    2016-10-01

    This article reviews methodological and analytic approaches and impact evidence for understanding the mechanisms of effects of early childhood interventions, including delinquency and violence prevention. Illustrations from longitudinal studies of preschool preventive interventions are provided. We restrict our attention to preventive interventions for children from birth to age 5, including evidence from the Chicago Longitudinal Study (CLS), which investigates the impact of an established school-based early childhood intervention. Frameworks and evidence will be organized according to the Five-Hypothesis Model (5HM), which postulates that a variety of early childhood interventions impact later well-being through the promotion of cognitive and scholastic advantages, motivational advantages, social adjustment, family support behaviors, and school supports. Recommendations are made for advancing confirmatory approaches for identifying the most effective prevention programs using identification of generative mechanisms as a major methodological criterion.

  1. Generative Mechanisms in Early Childhood Interventions: A Confirmatory Research Framework for Prevention

    PubMed Central

    Reynolds, Arthur J.; Ou, Suh-Ruu

    2015-01-01

    This article reviews methodological and analytic approaches, and impact evidence for understanding the mechanisms of effects of early childhood interventions, including delinquency and violence prevention. Illustrations from longitudinal studies of preschool preventive interventions are provided. We restrict our attention to preventive interventions for children from birth to age 5, including evidence from the Chicago Longitudinal Study (CLS), which investigates the impact of an established school-based early childhood intervention. Frameworks and evidence will be organized according to the 5-Hypothesis Model (5HM), which postulates that a variety of early childhood interventions impact later well-being through the promotion of cognitive and scholastic advantages, motivational advantages, social adjustment, family support behaviors, and school supports. Recommendations are made for advancing confirmatory approaches for identifying the most effective prevention programs using identification of generative mechanisms as a major methodological criterion. PMID:26497315

  2. Penile fracture: outcomes of early surgical intervention.

    PubMed

    Swanson, Daniel E W; Polackwich, A Scott; Helfand, Brian T; Masson, Puneet; Hwong, James; Dugi, Daniel D; Martinez Acevedo, Ann C; Hedges, Jason C; McVary, Kevin T

    2014-11-01

    To report a series of penile fractures, describing preoperative evaluation, surgical repair, and long-term outcomes. Medical records from Northwestern Memorial Hospital and Oregon Health & Science University from 2002 to 2011 were reviewed. Clinical presentation, preoperative evaluation, time from injury, mechanism and site of injury, and presence of urethral injury were assessed. Outcomes including erectile dysfunction, penile curvature, and voiding symptoms were evaluated using International Prostate Symptom Score and International Index of Erectile Function scores. Twenty-nine patients with 30 separate episodes of penile fractures presenting to the emergency room were identified. Mean patient age was 43 ± 9.6 years. The time from presentation to the initiation of surgery was 5.5 ± 4.4 hours. Mechanism of injury was intercourse in 26 of 30 fractures with the remaining attributed to masturbation or "rolling over." Immediate surgical repair was offered to all patients. Twenty-seven patients underwent surgery. Urethral injury was noted in 5 of the 27. The site of fracture was at the proximal shaft in 11, mid shaft in 12, and distal shaft in 4 patients. The mean follow-up period was 14.3 ± 15.8 weeks. Nine patients reported new mild erectile dysfunction or penile curvature. One patient reported new irritative voiding symptoms. The most common mechanism of penile fracture was from sexual intercourse, and frequent concomitant urethral injuries were observed. The frequency of concomitant urethral injury was higher than in previous studies. Although we observed high incidence of erectile dysfunction or penile curvature with early surgical repair, we retain it as the favored approach. Copyright © 2014 Elsevier Inc. All rights reserved.

  3. Interventions to promote cancer awareness and early presentation: systematic review

    PubMed Central

    Austoker, J; Bankhead, C; Forbes, L J L; Atkins, L; Martin, F; Robb, K; Wardle, J; Ramirez, A J

    2009-01-01

    Background: Low cancer awareness contributes to delay in presentation for cancer symptoms and may lead to delay in cancer diagnosis. The aim of this study was to review the evidence for the effectiveness of interventions to raise cancer awareness and promote early presentation in cancer to inform policy and future research. Methods: We searched bibliographic databases and reference lists for randomised controlled trials of interventions delivered to individuals, and controlled or uncontrolled studies of interventions delivered to communities. Results: We found some evidence that interventions delivered to individuals modestly increase cancer awareness in the short term and insufficient evidence that they promote early presentation. We found limited evidence that public education campaigns reduce stage at presentation of breast cancer, malignant melanoma and retinoblastoma. Conclusions: Interventions delivered to individuals may increase cancer awareness. Interventions delivered to communities may promote cancer awareness and early presentation, although the evidence is limited. PMID:19956160

  4. Functional Behavioral Assessments and Intervention Plans in Early Intervention Settings.

    ERIC Educational Resources Information Center

    LaRocque, Michelle; Brown, Sharan E.; Johnson, Kurt L.

    2001-01-01

    This article advocates the use of functional behavioral assessments (FBAs) and behavior intervention plans (BIPs) in the development of Individualized Family Service Plans for children with or at risk of developing behavioral disorders. It describes the FBA and BIP processes and proposes a parent collaborative model for assessment and…

  5. Assessment and Decision-Making in Early Childhood Education and Intervention

    ERIC Educational Resources Information Center

    Strand, Paul S.; Cerna, Sandra; Skucy, Jim

    2007-01-01

    Assessment within the fields of early childhood education and early childhood intervention is guided by the "deductive-psychometric model", which is a framework for legitimizing constructs that arise from theories. An alternative approach, termed the "inductive-experimental model", places significantly more restrictions on what constitutes a…

  6. Promoting equity through integrated early child development and nutrition interventions.

    PubMed

    Black, Maureen M; Dewey, Kathryn G

    2014-01-01

    Sustainable development, a foundation of the post-2015 global agenda, depends on healthy and productive citizens. The origins of adult health begin early in life, stemming from genetic-environmental interactions that include adequate nutrition and opportunities for responsive learning. Inequities associated with inadequate nutrition and early learning opportunities can undermine children's health and development, thereby compromising their productivity and societal contributions. Transactional theory serves as a useful framework for examining the associations that link early child development and nutrition because it emphasizes the interplay that occurs between children and the environment, mediated through caregiver interactions. Although single interventions targeting early child development or nutrition can be effective, there is limited evidence on the development, implementation, evaluation, and scaling up of integrated interventions. This manuscript introduces a special edition of papers on six topics central to integrated child development/nutrition interventions: (1) review of integrated interventions; (2) methods and topics in designing integrated interventions; (3) economic considerations related to integrated interventions; (4) capacity-building considerations; (5) examples of integrated interventions; and (6) policy implications of integrated interventions. Ensuring the health and development of infants and young children through integrated child development/nutrition interventions promotes equity, a critical component of sustainable development. © 2014 New York Academy of Sciences.

  7. Intervention with African American Premature Infants: Four-Month Results of an Early Intervention Program

    ERIC Educational Resources Information Center

    Teti, Douglas M.; Black, Maureen M.; Viscardi, Rose; Glass, Penny; O'Connell, Melissa A.; Baker, Linda; Cusson, Regina; Reiner Hess, Christine

    2009-01-01

    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…

  8. Ethnic variations in pathways into early intervention services for psychosis.

    PubMed

    Ghali, Sharif; Fisher, Helen L; Joyce, John; Major, Barnaby; Hobbs, Lorna; Soni, Sujata; Chisholm, Brock; Rahaman, Nikola; Papada, Peggy; Lawrence, Jo; Bloy, Sally; Marlowe, Karl; Aitchison, Katherine J; Power, Paddy; Johnson, Sonia

    2013-04-01

    Ethnic variations have previously been identified in the duration of untreated psychosis (DUP) and pathways into psychiatric services. These have not been examined in the context of early intervention services, which may alter these trajectories. To explore ethnic differences in the nature and duration of pathways into early intervention services. In a naturalistic cohort study, data were collected for 1024 individuals with psychotic disorders accepted for case management by eight London early intervention services. Duration of untreated psychosis was prolonged in the White British group compared with most other ethnic groups. White British individuals were more likely to make contact with their general practitioner and less likely to be seen within emergency medical services. All Black patient groups were more likely than their White British counterparts to experience involvement of criminal justice agencies. Variations continue to exist in how and when individuals from different ethnic groups access early intervention services. These may account for disparities in DUP.

  9. Early Interventions for At-Risk Students.

    ERIC Educational Resources Information Center

    Huxman, Frankie; Klassen, Eydie; Koontz, Barbara; Nottingham, Cheryl; Vierthaler, Charlene

    This is a report on a school-wide ethnographic study of intervention strategies for at-risk students in kindergarten through second grade. A group of 5 teachers from an elementary school of approximately 250 students in a Midwest community of about 18,000 people (2 first-grade teachers, 2 second-grade teachers, and 1 music teacher) comprised the…

  10. The Marin City Early Intervention Report.

    ERIC Educational Resources Information Center

    Far West Lab. for Educational Research and Development, Berkeley, CA.

    This report briefly describes the Marin City, California community and summarizes progress made by the Far West Laboratory's Western Regional Laboratory in the development of a long-range community intervention program. Marin City is a predominantly low-income, black community in which 30 percent of households, mainly those headed by single women,…

  11. [Parental self-efficacy in family-centered early intervention].

    PubMed

    Sarimski, Klaus; Hintermair, Manfred; Lang, Markus

    2012-01-01

    Parental self-efficacy is seen as an important concern in family-centered early intervention. This article reports the data from 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment. The relationship between parental self-efficacy, parental stress and several parent and child variables is analyzed. The results support the relevance of parental self-efficacy for parental coping. Some recommendations for promoting their experience of participation and partnership in early intervention services are discussed.

  12. The Neurobiology of Intervention and Prevention in Early Adversity.

    PubMed

    Fisher, Philip A; Beauchamp, Kate G; Roos, Leslie E; Noll, Laura K; Flannery, Jessica; Delker, Brianna C

    2016-01-01

    Early adverse experiences are well understood to affect development and well-being, placing individuals at risk for negative physical and mental health outcomes. A growing literature documents the effects of adversity on developing neurobiological systems. Fewer studies have examined stress neurobiology to understand how to mitigate the effects of early adversity. This review summarizes the research on three neurobiological systems relevant to interventions for populations experiencing high levels of early adversity: the hypothalamic-adrenal-pituitary axis, the prefrontal cortex regions involved in executive functioning, and the system involved in threat detection and response, particularly the amygdala. Also discussed is the emerging field of epigenetics and related interventions to mitigate early adversity. Further emphasized is the need for intervention research to integrate knowledge about the neurobiological effects of prenatal stressors (e.g., drug use, alcohol exposure) and early adversity. The review concludes with a discussion of the implications of this research topic for clinical psychology practice and public policy.

  13. Effect of a Targeted Early Literacy Intervention for English Learners

    ERIC Educational Resources Information Center

    Arellano, Elizabeth Michelle

    2013-01-01

    This study examined the effectiveness of a targeted early literacy intervention among Spanish-speaking kindergarten English Learners (ELs). Using a Response to Intervention (RtI) framework, participants were screened in English to ensure a need for additional literacy support. Selected students were then screened in Spanish, and students with…

  14. Early Numeracy Intervention: Does Quantity Discrimination Really Work?

    ERIC Educational Resources Information Center

    Hansmann, Paul

    2013-01-01

    Scope and Method of Study: The current study demonstrates that a taped problem intervention is an effective tool for increasing the early numeracy skill of QD. A taped problems intervention was used with two variations of the quantity discrimination measure (triangle and traditional). A 3x2 doubly multivariate multivariate analysis of variance was…

  15. Coaching with Parents in Early Intervention: An Interdisciplinary Research Synthesis

    ERIC Educational Resources Information Center

    Kemp, Peggy; Turnbull, Ann P.

    2014-01-01

    The purpose of this article was to synthesize intervention studies using coaching with parents in early intervention with a focus on (a) definitions and descriptions of coaching with parents; (b) characteristics of families and coaches; (c) parameters such as settings, contexts, dosage, and professional development related to coaching; and (d)…

  16. SKIPing with Teachers: An Early Years Motor Skill Intervention

    ERIC Educational Resources Information Center

    Brian, Ali; Goodway, Jacqueline D.; Logan, Jessica A.; Sutherland, Sue

    2017-01-01

    Background: Fundamental motor skill (FMS) interventions when delivered by an expert can significantly improve the FMS of young children with and without developmental delays. However, there is a gap in the literature as few early childhood centers employ experts with the professional background to deliver FMS intervention. Purpose: The primary…

  17. Family Perceptions of Transitions in Early Intervention

    ERIC Educational Resources Information Center

    Lovett, David L.; Haring, Kathryn A.

    2003-01-01

    This article explores three broad themes about transitions that have emerged in a naturalistic study of experiences of families with young children with disabilities. Generalizations regarding early transitions include families going through a birth crisis have difficulty understanding all the information they are provided. Not only is their role…

  18. Early recognition of growth abnormalities permitting early intervention

    USDA-ARS?s Scientific Manuscript database

    Normal growth is a sign of good health. Monitoring for growth disturbances is fundamental to children's health care. Early detection and diagnosis of the causes of short stature allows management of underlying medical conditions, optimizing attainment of good health and normal adult height. This rev...

  19. Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

    ERIC Educational Resources Information Center

    Kaminski, Ruth A.; Powell-Smith, Kelly A.

    2017-01-01

    Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early,…

  20. Transdisciplinary Model and Early Intervention: Building Collaborative Relationships

    ERIC Educational Resources Information Center

    Boyer, Valerie E.; Thompson, Stacy D.

    2014-01-01

    The National Early Childhood Technical Assistance Center (NECTAC) reported 348,604 children received services in the United States under Part C of the Individuals With Disabilities Education Act (IDEA) in 2009, representing 2.7% of the population (NECTAC, 2012). Early Intervention (EI), or Part C, is designed to provide services to families of…

  1. Promoting Professional Development for Physical Therapists in Early Intervention

    ERIC Educational Resources Information Center

    Catalino, Tricia; Chiarello, Lisa A.; Long, Toby; Weaver, Priscilla

    2015-01-01

    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…

  2. Partnership Patterns: Addressing Emotional Needs in Early Intervention

    ERIC Educational Resources Information Center

    Brotherson, Mary Jane; Summers, Jean Ann; Naig, Lisa A.; Kyzar, Kathleen; Friend, Anna; Epley, Pamela; Gotto, George S., IV; Turnbull, Ann P.

    2010-01-01

    Home visiting in early intervention is the primary model for delivering services and building partnerships with children and families. Using interviews with early interventionists and family members, this study investigated the extent to which families' and professionals' emotional needs were met during home visits and what factors contributed to…

  3. Early Communication Development and Intervention for Children with Autism

    ERIC Educational Resources Information Center

    Landa, Rebecca

    2007-01-01

    Autism is a neurodevelopmental disorder defined by impairments in social and communication development, accompanied by stereotyped patterns of behavior and interest. The focus of this paper is on the early development of communication in autism, and early intervention for impairments in communication associated with this disorder. An overview of…

  4. Are We Missing a Vulnerable Population in Early Intervention?

    ERIC Educational Resources Information Center

    Blasco, Patricia M.; Guy, Sybille; Saxton, Sage N.; Duvall, Susanne W.

    2017-01-01

    Infants with low birth weight (LBW = 2,500 g) are at high risk for developmental delays, including cognitive impairments. Retrospective studies have shown that these children often have learning and/or behavioral difficulties at school age. Early evaluation and enrollment in early intervention (EI) programs may reduce the impact of these…

  5. Using Intervention Mapping for child development and wellbeing programs in early childhood education and care settings.

    PubMed

    O'Connor, Amanda; Blewitt, Claire; Nolan, Andrea; Skouteris, Helen

    2018-06-01

    Supporting children's social and emotional learning benefits all elements of children's development and has been associated with positive mental health and wellbeing, development of values and life skills. However, literature relating to the creation of interventions designed for use within the early childhood education and care settings to support children's social and emotional skills and learning is lacking. Intervention Mapping (IM) is a systematic intervention development framework, utilising principles centred on participatory co-design methods, multiple theoretical approaches and existing literature to enable effective decision-making during the development process. Early childhood pedagogical programs are also shaped by these principles; however, educators tend to draw on implicit knowledge when working with families. IM offers this sector the opportunity to formally incorporate theoretical, evidence-based research into the development of early childhood education and care social and emotional interventions. Emerging literature indicates IM is useful for designing health and wellbeing interventions for children within early childhood education and care settings. Considering the similar underlying principles of IM, existing applications within early childhood education and care and development of interventions beyond health behaviour change, it is recommended IM be utilised to design early childhood education and care interventions focusing on supporting children's social and emotional development. Copyright © 2018 Elsevier Ltd. All rights reserved.

  6. Early adolescent deaf boys: a biopsychosocial approach.

    PubMed

    Feinstein, C B

    1983-01-01

    In this chapter I have reviewed observations from clinical consultation and group-therapy work with early adolescent deaf boys in a special day school for the deaf. I have stressed how problems in communication exert a profound effect on the lives of these youngsters, both by virtue of their past and present influence on family life and by their ongoing effect on peer-group processes and academic adjustment. Primary consideration was given to certain "here and now" aspects of these boys' lives: ongoing problems in the social fabric of their home and school; narcissistic vulnerabilities and defenses against shame; and language-processing difficulties. The ways in which these problems undermine the supportive effect of the peer group at a time when it plays a particularly important role in development were reviewed. By emphasizing current sources of difficulty, using a biopsychosocial approach, I hope to point out fruitful opportunities for significant psychiatric intervention in a psychiatrically vulnerable population whose needs for professional service have never been met.

  7. [Basics of early intervention in children with autism spectrum disorders].

    PubMed

    Zalaquett, Daniela F; Schönstedt, Marianne G; Angeli, Milagros; Herrrera, Claudia C; Moyano, Andrea C

    2015-01-01

    Autism Spectrum Disorders (ASD) are characterized by impairments in communication and social interaction, as well as restricted and repetitive patterns of behavior. They have a prevalence of 0.6% in the general population, although there are no national statistics. Even though their evolution is variable, it has been observed that early intervention is an important factor determining prognosis. The aim of this study is to update concepts regarding the current available evidence on the importance of early intervention. After analyzing the collected information, the importance of early intervention programs for children with ASD is confirmed, as well as the role of pediatricians and other health professionals in the early detection of these disorders. Copyright © 2015. Publicado por Elsevier España, S.L.U.

  8. Integrated services and early intervention in the vocational rehabilitation of people with spinal cord injuries

    PubMed Central

    Bloom, Julia; Dorsett, Pat; McLennan, Vanette

    2017-01-01

    Introduction: The design was a narrative review. The objective of the study was to investigate the potential for early vocational rehabilitation (VR) interventions for people with spinal cord injury (SCI) in overcoming barriers in returning to work, and to pinpoint factors contributing to effectiveness in early VR intervention for this population. The setting was at Queensland, Australia. Materials and methods: Synthesis of the findings of a literature search of online databases ProQuest and CINAHL, using keywords relating to the employment situation and VR of people with SCI. Themes were identified and analysed in accordance with the research objectives. Results: Despite increasing government commitment to the workforce and social participation of people with disabilities, Australians living with SCI have significantly diminished employment outcomes compared with the general population. Current VR approaches usually do not commence until some months post discharge, potentially missing a window of opportunity to preserve pre-existing employment or assist in vocational decision making. The review found that there are opportunities for enhancing VR service provision following SCI, namely integrating the VR programme within the primary rehabilitation team thus facilitating early VR intervention. Discussion: Emerging evidence shows promising results for early intervention in VR; however, questions remain regarding ideal intervention approaches, and it is clear that further empirical investigation is required to support the use of early intervention models post SCI. The study was sponsored by Motor Accident Insurance Commission (MAIC). PMID:28382213

  9. Early Childhood Special Education and Early Intervention Personnel Preparation Standards of the Division for Early Childhood: Field Validation

    ERIC Educational Resources Information Center

    Cochran, Deborah C.; Gallagher, Peggy A.; Stayton, Vicki D.; Dinnebeil, Laurie A.; Lifter, Karin; Chandler, Lynette K.; Christensen, Kimberly A.

    2012-01-01

    Results of the field validation survey of the revised initial and new advanced Council for Exceptional Children (CEC) Division for Early Childhood (DEC) early childhood special education (ECSE)/early intervention (EI) personnel standards are presented. Personnel standards are used as part of educational accountability systems and in teacher…

  10. THINGS THAT CAN BE CHANGED IN EARLY INTERVENTION IN CHILDHOOD.

    PubMed

    Golubović, Špela; Marković, Jasminka; Perović, Lidija

    2015-01-01

    Early intervention implies a model of support focused on a child, family and a broader community from early childhood. The aim of this study was to analyze the elements of the successful early intervention in childhood, as well as to assess the role of a special educator and rehabilitator and level of their involvement in implementing the program on the territory of Novi Sad. The study sample included 100 parents of children with disabilities (aged 3-7), who completed the questionnaire designed for the purposes of this research, based on a similar questionnaire design. Speech delay is one of the most common reasons (over 50%) why parents seek professional help. By the end of the first year of life of their child, 43% of parents responded that they had noticed the first problems, that is, a problem was identified in 25% of children of this age group, and the same number was included in the treatment. About 55% of children were involved in organized treatment from 3 years of age onwards. Special educators and rehabilitators are usually involved in treatment when the team consists of three or more professionals. It is necessary to improve early intervention services, to educate staff, and provide conditions which would make it possible to overcome the existing disadvantages in treating children from an early age. In addition, the involvement of special education and rehabilitation professionals in treatment teams since children's early age is vital.

  11. A WIC-based intervention to prevent early childhood overweight.

    PubMed

    Whaley, Shannon E; McGregor, Samar; Jiang, Lu; Gomez, Judy; Harrison, Gail; Jenks, Eloise

    2010-01-01

    To evaluate the impact of a Special Supplemental Nutrition Program for Women, Infants, and Children (WIC)-based intervention on the food and beverage intake, physical activity, and television watching of children ages 1-5. Longitudinal surveys of intervention and control participants at baseline, 6 months, and 12 months. Analysis of variance tests showed that the intervention had a small but significant impact on TV watching and fruit intake. The intervention was most protective for children younger than 2 years of age. Although the impact of the intervention was relatively small and limited to the youngest children served by WIC, findings suggest that the WIC setting is appropriate for improving healthful behaviors that are linked to reducing the rates of early childhood overweight. Copyright 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

  12. Employment and educational outcomes in early intervention programmes for early psychosis: a systematic review.

    PubMed

    Bond, G R; Drake, R E; Luciano, A

    2015-10-01

    Young adults with early psychosis want to pursue normal roles - education and employment. This paper summarises the empirical literature on the effectiveness of early intervention programmes for employment and education outcomes. We conducted a systematic review of employment/education outcomes for early intervention programmes, distinguishing three programme types: (1) those providing supported employment, (2) those providing unspecified vocational services and (3) those without vocational services. We summarised findings for 28 studies. Eleven studies evaluated early intervention programmes providing supported employment. In eight studies that reported employment outcomes separately from education outcomes, the employment rate during follow-up for supported employment patients was 49%, compared with 29% for patients receiving usual services. The two groups did not differ on enrolment in education. In four controlled studies, meta-analysis showed that the employment rate for supported employment participants was significantly higher than for control participants, odds ratio = 3.66 [1.93-6.93], p < 0.0001. Five studies (four descriptive and one quasi-experimental) of early intervention programmes evaluating unspecified vocational services were inconclusive. Twelve studies of early intervention programmes without vocational services were methodologically heterogeneous, using diverse methods for evaluating vocational/educational outcomes and precluding a satisfactory meta-analytic synthesis. Among studies with comparison groups, 7 of 11 (64%) reported significant vocational/education outcomes favouring early intervention over usual services. In early intervention programmes, supported employment moderately increases employment rates but not rates of enrolment in education. These improvements are in addition to the modest effects early programmes alone have on vocational/educational outcomes compared with usual services.

  13. Clinical abnormalities, early intervention program of Down syndrome children: Queen Sirikit National Institute of Child Health experience.

    PubMed

    Fuengfoo, Adidsuda; Sakulnoom, Kim

    2014-06-01

    Queen Sirikit National Institute of Child Health is a tertiary institute of children in Thailand, where early intervention programs have been provided since 1990 by multidisciplinary approach especially in Down syndrome children. This aim of the present study is to follow the impact of early intervention on the outcome of Down syndrome children. The school attendance number of Down syndrome children was compared between regular early intervention and non-regular early intervention. The present study group consists of 210 Down syndrome children who attended early intervention programs at Queen Sirikit National Institute of Child Health between June 2008 and January 2012. Data include clinical features, school attendance developmental quotient (DQ) at 3 years of age using Capute Scales Cognitive Adaptive Test/Scale (CAT/CLAMS). Developmental milestones have been recorded as to the time of appearance of gross motor, fine motor, language, personal-social development compared to those non-regular intervention patients. Of 210 Down syndrome children, 117 were boys and 93 were girls. About 87% received regular intervention, 68% attended speech training. Mean DQ at 3 years of age was 65. Of the 184 children who still did follow-up at developmental department, 124 children (59%) attended school: mainstream school children 78 (63%) and special school children 46 (37%). The mean age at entrance to school was 5.8 ± 1.4 years. The school attendance was correlated with maternal education and regular early intervention attendance. Regular early intervention starts have proven to have a positive effect on development. The school attendance number of Down syndrome children receiving regular early intervention was statistically and significantly higher than the number of Down syndrome children receiving non-regular early intervention was. School attendance correlated with maternal education and attended regularly early intervention. Regular early intervention together with maternal

  14. Alzheimer's disease prevention: from risk factors to early intervention.

    PubMed

    Crous-Bou, Marta; Minguillón, Carolina; Gramunt, Nina; Molinuevo, José Luis

    2017-09-12

    Due to the progressive aging of the population, Alzheimer's disease (AD) is becoming a healthcare burden of epidemic proportions for which there is currently no cure. Disappointing results from clinical trials performed in mild-moderate AD dementia combined with clear epidemiological evidence on AD risk factors are contributing to the development of primary prevention initiatives. In addition, the characterization of the long asymptomatic stage of AD is allowing the development of intervention studies and secondary prevention programmes on asymptomatic at-risk individuals, before substantial irreversible neuronal dysfunction and loss have occurred, an approach that emerges as highly relevant.In this manuscript, we review current strategies for AD prevention, from primary prevention strategies based on identifying risk factors and risk reduction, to secondary prevention initiatives based on the early detection of the pathophysiological hallmarks and intervention at the preclinical stage of the disease. Firstly, we summarize the evidence on several AD risk factors, which are the rationale for the establishment of primary prevention programmes as well as revising current primary prevention strategies. Secondly, we review the development of public-private partnerships for disease prevention that aim to characterize the AD continuum as well as serving as platforms for secondary prevention trials. Finally, we summarize currently ongoing clinical trials recruiting participants with preclinical AD or a higher risk for the onset of AD-related cognitive impairment.The growing body of research on the risk factors for AD and its preclinical stage is favouring the development of AD prevention programmes that, by delaying the onset of Alzheimer's dementia for only a few years, would have a huge impact on public health.

  15. A Four-Stage Method for Developing Early Interventions for Alcohol among Aboriginal Adolescents

    ERIC Educational Resources Information Center

    Mushquash, Christopher J.; Comeau, M. Nancy; McLeod, Brian D.; Stewart, Sherry H.

    2010-01-01

    This paper details a four-stage methodology for developing early alcohol interventions for at-risk Aboriginal youth. Stage 1 was an integrative approach to Aboriginal education that upholds Aboriginal traditional wisdom supporting respectful relationships to the Creator, to the land and to each other. Stage 2 used quantitative methods to…

  16. Providing Early Intervention Services to Diverse Populations: Are Speech-Language Pathologists Prepared?

    ERIC Educational Resources Information Center

    Caesar, Lena G.

    2013-01-01

    This study used a survey approach to investigate the current state of speech-language preservice academic and clinical preparation for providing early intervention (EI) services to culturally and linguistically diverse (CLD) populations. Information was obtained from speech-language pathologists (SLPs) employed in EI settings regarding their…

  17. Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties

    ERIC Educational Resources Information Center

    González-Valenzuela, María-José; Martín-Ruiz, Isaías

    2017-01-01

    The study aimed to analyze the effects on reading of an early oral and written language intervention program for Spanish children at risk of learning difficulties. The goal of this classroom-based program was to prioritize a systematic approach to reading and writing and to foster phonological knowledge and the development of oral language…

  18. A Model of Early Intervention for Children with Hearing Loss Provided through Telepractice

    ERIC Educational Resources Information Center

    Houston, K. Todd; Stredler-Brown, Arlene

    2012-01-01

    Children who are deaf and hard of hearing and their families need access to appropriate early intervention services that are delivered by professionals who are well trained and experienced using their chosen communication approach. Unfortunately, a lack of qualified practitioners, especially in remote and rural communities, and limited funding can…

  19. Early Intervention Aquatics: A Program for Children with Autism and Their Families

    ERIC Educational Resources Information Center

    Prupas, Andrea; Harvey, William J.; Benjamin, Janet

    2006-01-01

    The article describes an early intervention approach to aquatics for preschool children with autism. The Aquatic Nursery program successfully taught both the children and their parents to become involved in swimming. Specific programming details are provided in relation to people with autism, and particular attention is paid to aquatic skill…

  20. Success in Early Intervention: The Chicago Child-Parent Centers.

    ERIC Educational Resources Information Center

    Reynolds, Arthur J.

    Although early intervention programs have enjoyed popular and legislative support, little hard data exist on the long-term consequences of these efforts. This study examined the long-term effects of the Child-Parent Center (CPC) program in Chicago. Begun in 1967, the program operates out of 24 centers, located in proximity to the elementary…

  1. Early Identification and Interventions for Dyslexia: A Contemporary View

    ERIC Educational Resources Information Center

    Snowling, Margaret J.

    2013-01-01

    This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically motivated and…

  2. Participation Patterns among Families Receiving Part C Early Intervention Services

    ERIC Educational Resources Information Center

    Khetani, Mary Alunkal

    2010-01-01

    Participation in the natural settings of home and community is one of four major goals for families receiving Part C early intervention services. While participation has been formally recognized as an important service-related outcome, there is a need to build knowledge about its key features to adequately apply the concept in practice. The need…

  3. Early Intervention and Prevention--Issues and Services.

    ERIC Educational Resources Information Center

    Kopfstein, Rosalind

    This paper reviews the American Association on Mental Retardation's (AAMR's) presentation of issues surrounding the field of early intervention. AAMR's publications are the primary sources of information in the paper. Specific sections address: (1) the impact of public laws on the rights of children and families to a free and appropriate public…

  4. Early Intervention: Using Assessment to Reduce Student Attrition

    ERIC Educational Resources Information Center

    Vander Schee, Brian A.

    2011-01-01

    The number of studies conducted on college-student attrition is overwhelming. But few examine the impact of adding an early-intervention assessment tool to existing retention programs. Too often, colleges and universities conduct initiatives with similar purposes as disconnected efforts; retention programs in particular can benefit from a more…

  5. Early Intervention for the Disadvantaged: Does It Influence Reading Achievement?

    ERIC Educational Resources Information Center

    Grotberg, Edith H.

    Deprivation may take many forms: malnutrition, understimulation or overstimulation, limited language or social-emotional experiences, and others. The more extended the time of the deprivation, the greater the problem of amelioration. Research has shown that children who experienced deprivations do respond to early intervention and improve their…

  6. Traumatic Brain Injury in Early Childhood: Developmental Effects and Interventions.

    ERIC Educational Resources Information Center

    Lowenthal, Barbara; Lowenthal, Barbara

    1998-01-01

    Describes the unique effects of traumatic brain injury (TBI) on development in early childhood and offers suggestions for interventions in the cognitive, language, social-emotional, motor, and adaptive domains. Urges more intensive, long-term studies on the immediate and long-term effects of TBI. (Author/DB)

  7. Early Intervention in Portugal: Family Support and Benefits

    ERIC Educational Resources Information Center

    Correia Leite, Carina Sofia; Da Silva Pereira, Ana Paula

    2013-01-01

    This study investigated the support and benefits of early intervention (EI) in families with children with special needs. Data were gathered through a written questionnaire, "Family Benefits Inventory," completed by 126 families with children with special needs supported by EI teams, with ages from six months to six years in Portugal.…

  8. Early Intervention Service Coordination Policies: National Policy Infrastructure

    ERIC Educational Resources Information Center

    Harbin, Gloria L.; Bruder, Mary Beth; Adams, Candace; Mazzarella, Cynthia; Whitbread, Kathy; Gabbard, Glenn; Staff, Ilene

    2004-01-01

    Effective implementation of service coordination in early intervention, as mandated by the Individuals with Disabilities Education Act, remains a challenge for most states. The present study provides a better understanding of the various aspects of the policy infrastructure that undergird service coordination across the United States. Data from a…

  9. Processes of Early Childhood Interventions to Adult Well-Being

    ERIC Educational Resources Information Center

    Reynolds, Arthur J.; Ou, Suh-Ruu; Mondi, Christina F.; Hayakawa, Momoko

    2017-01-01

    This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions…

  10. Early Intervention and Its Effects on Maternal and Child Development.

    ERIC Educational Resources Information Center

    Slaughter, Diana T.

    1983-01-01

    The longitudinal study reported used an intervention strategy to test the thesis that sociocultural background, mediated by maternal attitudes and behaviors, influences Black children's early development in educationally significant ways. Two models of parent education were contrasted: the Levenstein toy demonstration program and the…

  11. Mystery in Milwaukee: Early Intervention, IQ, and Psychology Textbooks.

    ERIC Educational Resources Information Center

    Sommer, Robert; Sommer, Barbara A.

    1983-01-01

    Textbooks in developmental and abnormal psychology were examined for references to the Milwaukee study of the effects of early intervention on intelligence. The absence of citations to articles in refereed journals shows how research data of questionable validity can seep into the research literature without going through the journal review…

  12. Nuffield Early Language Intervention: Evaluation Report and Executive Summary

    ERIC Educational Resources Information Center

    Sibieta, Luke; Kotecha, Mehul; Skipp, Amy

    2016-01-01

    The Nuffield Early Language Intervention is designed to improve the spoken language ability of children during the transition from nursery to primary school. It is targeted at children with relatively poor spoken language skills. Three sessions per week are delivered to groups of two to four children starting in the final term of nursery and…

  13. Taiwanese Model of Early Intervention Needs Assessment System

    ERIC Educational Resources Information Center

    Ho, Hua-Kuo

    2008-01-01

    The purpose of this study was intended to investigate the current system of early intervention needs assessment in Taiwan in order to understand the problems encountered and provide the coping strategies for improving the system. Documentary analysis, phone interview and participant observation were employed in the study to collect the research…

  14. Early Intervention Provider Use of Child Caregiver-Teaching Strategies

    ERIC Educational Resources Information Center

    Campbell, Philippa H.; Coletti, Catherine Ehret

    2013-01-01

    The purpose of this study was to identify the extent to which multidiscipline early intervention providers identified and demonstrated caregiver-teaching strategies. A total of 78 providers submitted 205 videotaped segments to illustrate 1 of 5 caregiver-teaching strategies (i.e., demonstration; caregiver practice with feedback; guided practice;…

  15. Substance Abuse and Addiction: Implications for Early Relationships and Interventions

    ERIC Educational Resources Information Center

    Suchman, Nancy E.; DeCoste, Cindy L.

    2018-01-01

    New developments in the treatment of mothers and infants affected by opioid addiction point to the promising effects of interventions that adopt a developmental perspective, occur concurrently with addiction treatment, and target the parent-infant relationship as early as possible. In this article, the authors provide general guidelines for…

  16. Early Childhood Intervention in China from the Families' Perspective

    ERIC Educational Resources Information Center

    Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane; Merritts, Ashley

    2016-01-01

    Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of…

  17. Parent Educators in Early Intervention: Insights from Evaluations

    ERIC Educational Resources Information Center

    Edwards, Nicole Megan; Gallagher, Peggy A.

    2014-01-01

    In 1 state's Part C early intervention (EI) program, families are afforded a unique opportunity to connect with parent educators (PEs), parents of children who have received EI services, and who are trained to support EI families and staff with a range of tailored duties. In an effort to continually reflect and improve upon the role of PEs, the…

  18. Long-Term Outcomes of Early Reading Intervention

    ERIC Educational Resources Information Center

    Hurry, Jane; Sylva, Kathy

    2007-01-01

    This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short…

  19. Professional Training in Early Intervention: A European Perspective

    ERIC Educational Resources Information Center

    Pretis, Manfred

    2006-01-01

    Professional training in early childhood intervention (ECI), particularly additional certificates, degrees, or continuing education, is currently a major topic within European working groups. The complexity of ECI, including medical, pedagogical, psychological, and social involvement, the need for both family- and child-centered work, and the…

  20. Early Childhood Education as a Resilience Intervention for Maltreated Children

    ERIC Educational Resources Information Center

    Ellenbogen, Stephen; Klein, Benjamin; Wekerle, Christine

    2014-01-01

    The profound injuries caused by child maltreatment are well documented in the neurological, attachment, cognitive, and developmental literature. In this review paper, we explore the potential of early childhood education (ECE) as a community-based resilience intervention for mitigating the impacts of child abuse and neglect and supporting families…

  1. Outcomes Reported by Spanish-Speaking Families in Early Intervention

    ERIC Educational Resources Information Center

    Olmsted, Murrey G.; Bailey, Donald B., Jr.; Raspa, Melissa; Nelson, Robin E.; Robinson, Nyle D.; Simpson, Mary Ellen; Guillen, Chelsea

    2010-01-01

    In this study, the authors use data from two states to compare how families participating in early intervention who completed a Spanish version of the Family Outcomes Survey (FOS) (n = 291) compared with Hispanic (n = 486) and non-Hispanic (n = 2,363) families who completed the English version. In general, most families reported positive outcomes,…

  2. Project BLEND: An Inclusive Model of Early Intervention Services.

    ERIC Educational Resources Information Center

    Brown, William; Horn, Eva M.; Heiser, JoAnn G.; Odom, Samuel L.

    1996-01-01

    This paper describes a model demonstration project to provide inclusive early intervention services to young children with developmental delays and their families. It notes the importance of collaborative partnerships among the significant adults in a child's life as a basis for effective program implementation. The project has three major…

  3. Collaboration in Early Childhood Intervention Services in Gauteng: Caregiver Perspectives

    ERIC Educational Resources Information Center

    Kyarkanaye, Thilendree; Dada, Shakila; Samuels, Alecia E.

    2017-01-01

    A central tenant of early childhood intervention (ECI) is collaboration between professionals and the caregivers of children receiving these services. There are limited studies on caregiver perceptions of collaboration in ECI teams particularly in resource-limited countries. Sixty-four caregivers participated in this study by completing a…

  4. Culture and Early Language Development: Implications for Assessment and Intervention

    ERIC Educational Resources Information Center

    Parada, Patricia M.

    2013-01-01

    The purpose of this qualitative study--"Culture and Early Language Development: Implications for Assessment and Intervention"--was to explore and describe the perceptions and beliefs of Salvadoran mothers of low socioeconomic status regarding the language development of their young children in order to identify cultural variations in…

  5. HIV Infection: Transmission, Effects on Early Development, and Interventions.

    ERIC Educational Resources Information Center

    Lowenthal, Barbara

    1997-01-01

    Describes the modes of transmission of HIV and the course of the disease in infants and toddlers. Information is provided on its effects on early development, medical screening and treatments, therapies, psychosocial assistance, and interventions, including nutritional therapy, occupational and physical therapies, and speech and language therapy.…

  6. The Underutilization of Occupational Therapy in Transdisciplinary Early Intervention Services

    ERIC Educational Resources Information Center

    Minard, Carey

    2018-01-01

    Early intervention (EI) services are mandated by Part C of The Individuals with Disabilities Education Act (IDEA, 2004). The EI team, a multidisciplinary team overseen by individual states, is charged with providing family-centered services to support child development in the natural environment. This article examines the use of occupational…

  7. A Framework for Providing Culturally Responsive Early Intervention Services

    ERIC Educational Resources Information Center

    Bradshaw, Wendy

    2013-01-01

    The purpose of this article is to provide a framework that offers a way for early intervention (EI) service providers to better meet the needs of the culturally diverse children and families they serve. This framework was created to organize existing research and literature on cultural responsiveness in a way that fit the unique context of EI. The…

  8. Getting Ready Right from the Start. Effective Early Literacy Interventions.

    ERIC Educational Resources Information Center

    Hiebert, Elfrieda H., Ed.; Taylor, Barbara M., Ed.

    Presenting descriptions of seven successful emergent literacy programs, this book demonstrates that early literacy intervention programs with a focus on accelerated learning and on authentic reading and writing tasks can prevent many first-grade children from failing to learn to read. Programs described in the book focus on story book reading and…

  9. The At Risk Child: Early Identification, Intervention, and Evaluation of Early Childhood Strategies.

    ERIC Educational Resources Information Center

    Lennon, Joan M.

    A review of literature was conducted in order to: (1) determine whether factors placing the young child at risk for school failure can be identified; (2) determine whether early family interventions and early childhood programs are effective; and (3) identify policy implications. Findings are summarized, and recommendations are offered. Research…

  10. Evaluation of Young Children for Early Intervention and Early Childhood Special Education.

    ERIC Educational Resources Information Center

    Allen, Diana

    This technical assistance document provides guidelines for child assessment and eligibility determination for early intervention and early childhood special education programs in Oregon. An overview of the assessment process explains screening, eligibility evaluation, and assessment for the Individual Family Service Plan (IFSP). Legal requirements…

  11. Learning from parents' stories about what works in early intervention.

    PubMed

    Pighini, Maria J; Goelman, Hillel; Buchanan, Marla; Schonert-Reichl, Kimberly; Brynelsen, Dana

    2014-08-01

    Using a multiple case study approach, this ethnography examined the experiences of parents of children deemed at risk for developmental delays or disabilities who had received early intervention (EI) services (birth to age 3 years) in a large urban location in Western Canada. Participants (11 adult parents and 7 children) were drawn from six families. Methods of data collection included focus groups (FG), face-to-face interviews and file reviews. Member check and expert reviews were conducted throughout data collection and data analyses as part of the validation process in this ethnography. Qualitative content analyses followed by thematic analyses highlighted the implementation of family-centred practices (FCP) as a main theme. Parents identified how EI professionals using FCP embraced collaborative practices. FCP resulted in parents leading the EI process for their children. More specifically, EI professionals shared strategies and information to support parents in gaining a deeper understanding of their children's individual developmental characteristics. Parents expressed how empowering this level of understanding was for them as they learned to articulate what were their children's needs for developmental, health and educational services. Recommendations for future research include inquiring about parents' experiences for families of diverse constellations and/or residing in smaller urban or rural communities. © 2013 International Union of Psychological Science.

  12. Early Detection and Intervention of ASD: A European Overview

    PubMed Central

    Narzisi, Antonio; García-Primo, Patricia; Kawa, Rafal

    2017-01-01

    Over the last several years there has been an increasing focus on early detection of Autism Spectrum Disorder (ASD), not only from the scientific field but also from professional associations and public health systems all across Europe. Not surprisingly, in order to offer better services and quality of life for both children with ASD and their families, different screening procedures and tools have been developed for early assessment and intervention. However, current evidence is needed for healthcare providers and policy makers to be able to implement specific measures and increase autism awareness in European communities. The general aim of this review is to address the latest and most relevant issues related to early detection and treatments. The specific objectives are (1) analyse the impact, describing advantages and drawbacks, of screening procedures based on standardized tests, surveillance programmes, or other observational measures; and (2) provide a European framework of early intervention programmes and practices and what has been learnt from implementing them in public or private settings. This analysis is then discussed and best practices are suggested to help professionals, health systems and policy makers to improve their local procedures or to develop new proposals for early detection and intervention programmes. PMID:29194420

  13. Integrating Early Intervention for Borderline Personality Disorder and Mood Disorders.

    PubMed

    Chanen, Andrew M; Berk, Michael; Thompson, Katherine

    2016-01-01

    Borderline personality disorder (BPD) has been demonstrated to be a reliable and valid construct in young people (adolescents and young adults). Both borderline- and mood-related psychopathology become clinically apparent from puberty through to young adulthood, frequently co-occur, can reinforce one another, and can be difficult to differentiate clinically. This Gordian knot of overlapping clinical features, common risk factors, and precursors to both BPD and mood disorders complicates clinical assessment, prevention, and treatment. Regardless of whether an individual crosses an arbitrary diagnostic threshold, a considerable proportion of young people with borderline- and mood-related psychopathology will develop significant and persistent functional, vocational, and interpersonal impairment and disability during this critical risk and developmental period. There is a clear need for early intervention, but spurious diagnostic certainty risks stigma, misapplication of diagnostic labels, inappropriate treatment, and unfavorable outcomes. This article aims to integrate early intervention for BPD and mood disorders in the clinical context of developmental and phenomenological change and evolution. "Clinical staging," similar to disease staging in general medicine, is presented as a pragmatic, heuristic, and trans-diagnostic framework to guide prevention and intervention. It acknowledges that the early stages of these disorders cannot be disentangled sufficiently to allow for disorder-specific preventive measures and early interventions. Clinical staging defines an individual's location along the continuum of the evolving temporal course of a disorder. Such staging aids differentiation of early or milder clinical phenomena from those that accompany illness progression and chronicity, and suggests the application of appropriate and proportionate intervention strategies.

  14. Early identification and interventions for students with mathematics difficulties.

    PubMed

    Gersten, Russell; Jordan, Nancy C; Flojo, Jonathan R

    2005-01-01

    This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic retrieval of basic arithmetic combinations, such as 6 + 3. The following measures appear to be valid and reliable indicators of potential MD in kindergartners: (a) magnitude comparison (i.e., knowing which digit in a pair is larger), (b) sophistication of counting strategies, (c) fluent identification of numbers, and (d) working memory (as evidenced by reverse digit span). These are discussed in terms of the components of number sense. Implications for early intervention strategies are explored.

  15. Early intervention in South Africa: moving beyond hearing screening.

    PubMed

    Storbeck, Claudine; Pittman, Paula

    2008-01-01

    Since little information is available on the outcome of early hearing intervention programs in South Africa, this article examines data on infants and families registered with a family-centred, home-based intervention program (HI HOPES) over a 12-month period in order to track the effectiveness of the holistic unbiased support to families of infants and toddlers with a hearing-loss. The aim of HI HOPES, which is based on the SKI-HI model of early intervention in the USA, is to ensure that families are enabled to make informed choices for their unique infant. Data were gathered on 32 infants ages birth to three years and their families using both qualitative and quantitative measures which included analysis of demographic data, quarterly language assessments, and parent satisfaction surveys. The report on the pilot year of this early intervention program shows that, though the sample is small, there is significant improvement in infant receptive and expressive language for infants identified before seven months of age, as well as a high level of satisfaction from families who have received services.

  16. A systematic review of early intensive intervention for autism spectrum disorders.

    PubMed

    Warren, Zachary; McPheeters, Melissa L; Sathe, Nila; Foss-Feig, Jennifer H; Glasser, Allison; Veenstra-Vanderweele, Jeremy

    2011-05-01

    Early intensive behavioral and developmental interventions for young children with autism spectrum disorders (ASDs) may enhance developmental outcomes. To systematically review evidence regarding such interventions for children aged 12 and younger with ASDs. We searched Medline, PsycINFO, and ERIC (Education Resources Information Center) from 2000 to May 2010. Two reviewers independently assessed studies against predetermined inclusion/exclusion criteria. Two reviewers independently extracted data regarding participant and intervention characteristics, assessment techniques, and outcomes and assigned overall quality and strength-of-evidence ratings using predetermined criteria. Thirty-four unique studies met inclusion criteria. Seventeen studies were case series; 2 were randomized controlled trials. We rated 1 study as good quality, 10 as fair quality, and 23 as poor quality. The strength of the evidence overall ranged from insufficient to low. Studies of University of California Los Angeles/Lovaas-based interventions and variants reported clinically significant gains in language and cognitive skills in some children, as did 1 randomized controlled trial of an early intensive developmental intervention approach (the Early Start Denver Model). Specific parent-training approaches yielded gains in short-term language function and some challenging behaviors. Data suggest that subgroups of children displayed more prominent gains across studies, but participant characteristics associated with greater gains are not well understood. Studies of Lovaas-based approaches and early intensive behavioral intervention variants and the Early Start Denver Model resulted in some improvements in cognitive performance, language skills, and adaptive behavior skills in some young children with ASDs, although the literature is limited by methodologic concerns.

  17. Thrombectomy and thrombolysis: the interventional radiology approach.

    PubMed

    Dunn, Marilyn E

    2011-04-01

    To present interventional therapeutic options for patients with thrombosis. Thrombosis in small animals results from an unbalance in the normal hemostatic mechanisms leading to vessel occlusion. In veterinary medicine, thrombosis is recognized as a common complication of many acquired diseases, including cardiac, endocrine, immunological, inflammatory, and neoplastic disorders. Clinical signs are variable depending on the location of the thrombus and various laboratory and imaging modalities can aid in its identification and localization. Once identified, a decision must be made to whether or not intervene and which method is most appropriate. A number of minimally invasive approaches for dealing with thrombosis are available and offer veterinarians a choice of therapeutic options when dealing with a thrombotic patient. In the presence of thrombosis, a combined approach of vessel balloon dilatation, catheter-directed thrombolysis and stenting may be most appropriate. Percutaneous mechanical thrombectomy, if available, may also be appropriate. Embolic trapping devices can be used with vena cava thrombosis to help prevent pulmonary embolism. Anticoagulant therapy may be indicated in the postoperative period to prevent further thrombus formation while the patient's fibrinolytic system breaks the clot down. Outcome is variable depending on the site of the thrombus formation. Arterial thrombosis can be life-threatening while venous thrombosis tends to be less life-threatening but may lead to pulmonary embolism. © Veterinary Emergency and Critical Care Society 2011.

  18. Equitable service provision for inclusive education and effective early intervention.

    PubMed

    Wicks, K M

    1998-01-01

    This paper illustrates one model of providing an integrated paediatric speech and language therapy service which attempts to meet the demands of both inclusive education and effective early intervention. A move has been made from location-oriented therapy provision to offering children and their families equal opportunities to have appropriate intervention according to need. The model incorporates the philosophy of inclusive education and supports the development of current specialist educational establishments into resource bases of expertise for children with special needs in mainstream schools.

  19. Effectiveness of a clinical practice intervention in early rheumatoid arthritis.

    PubMed

    Descalzo, Miguel Ángel; Carbonell, Jordi; González-Álvaro, Isidoro; Sanmartí, Raimon; Balsa, Alejandro; Hernandez-Barrera, Valentín; Román-Ivorra, José Andrés; Ivorra-Cortés, José; Lisbona, Pilar; Alperi, Mercedes; Jiménez-Garcia, Rodrigo; Carmona, Loreto

    2012-03-01

    To compare the outcome of early rheumatoid arthritis (RA) patients in a country where early clinics were established versus the outcome of patients in nonprotocolized clinics. We compared 2 multicenter cohorts: an RA cohort derived from an early arthritis registry set in 36 reference hospitals in which a specific intervention was established (Evaluation of a Model for Arthritis Care in Spain [SERAP]), and a historical control cohort of patients with early RA attending 34 rheumatology departments (Prognosis in Rheumatoid Arthritis [PROAR] cohort). Effectiveness was tested by comparing the change in the Disease Activity Score in 28 joints (DAS28), the change in the Health Assessment Questionnaire (HAQ), and the change in the Sharp/van der Heijde radiologic score using marginal structural models. A total of 161 early RA patients were recruited in the PROAR cohort and 447 in the SERAP cohort. Being a SERAP patient was inversely correlated with activity, resulting in a decrease of -0.24 (95% confidence interval [95% CI] -0.39, -0.08) units in the population average of the DAS28 after adjustment was made. Moreover, intervention may be seen as a protective factor of radiologic damage, with a decrease of -0.05 (95% CI -0.09, -0.01) units in the logarithm of the total Sharp/van der Heijde score. On the other hand, a decrease in functional impairment was detected, but intervention was not statistically associated with HAQ changes. Preventing major radiographic progression in a 2-year term inside structured and organized special programs for the management of disease, such as early arthritis clinics, are effective compared to nonprotocolized referrals, treatment, and followup. Copyright © 2012 by the American College of Rheumatology.

  20. Early Intervention in Reading[R]. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2008

    2008-01-01

    "Early Intervention in Reading"[R] is a program designed to provide extra instruction to groups of students at risk of failing to learn to read. The program uses picture books to stress instruction in phonemic awareness, phonics, and contextual analysis, along with repeated reading and writing. In grades K, 1, and 2, the program is based on…

  1. Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers

    ERIC Educational Resources Information Center

    Paynter, Jessica M.; Keen, Deb

    2015-01-01

    This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use…

  2. Programming by early nutrition: an experimental approach.

    PubMed

    Lucas, A

    1998-02-01

    That events during critical or sensitive periods of development may "program" long-term or life-time structure or function of the organism is well recognized. Evidence for programming by nutrition is established in animals, in whom brief pre- or postnatal nutritional manipulations may program adult size, metabolism, blood lipids, diabetes, blood pressure, obesity, atherosclerosis, learning, behavior and life span. Human epidemiological data link potential markers of early nutrition (size at birth or in infancy) to cardiovascular disease and its risk factors in adulthood. However, these retrospective data cannot prove nutritional cause or underpin health policies. After 16 y, however, of ethical, randomized intervention studies of early nutrition in humans with long-term follow-up to test experimentally the nutritional programming hypothesis, we find that humans, like other species, have sensitive windows for nutrition in terms of later outcomes; for instance, perinatal diet influences neurodevelopment and bone mineralization into mid-childhood. Possible biological mechanisms for storing throughout life the "memory" of early nutritional experience and its expression in adulthood include adaptive changes in gene expression, preferential clonal selection of adapted cells in programmed tissues and programmed differential proliferation of tissue cell types. Animal and human evidence supporting nutritional programming has major potential biological and medical significance.

  3. Current Approaches to Intervention in Children with Developmental Coordination Disorder

    ERIC Educational Resources Information Center

    Sugden, David

    2007-01-01

    This review analyzes approaches to intervention in children with developmental coordination disorder within the framework of how children develop and learn motor skills, drawing upon maturational, cognitive, and dynamic systems models. The approaches to intervention are divided into two categories: (1) process or deficit-oriented approaches; and…

  4. Early Reading Intervention by Means of a Multicomponent Reading Game

    ERIC Educational Resources Information Center

    van de Ven, M.; de Leeuw, L.; van Weerdenburg, M.; Steenbeek-Planting, E. G.

    2017-01-01

    This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's…

  5. Interventions in Early Mathematics: Avoiding Pollution and Dilution.

    PubMed

    Sarama, Julie; Clements, Douglas H

    2017-01-01

    Although specific interventions in early mathematics have been successful, few have been brought to scale successfully, especially across the challenging diversity of populations and contexts in the early childhood system in the United States. In this chapter, we analyze a theoretically based scale-up model for early mathematics that was designed to avoid the pollution and dilution that often plagues efforts to achieve broad success. We elaborate the theoretical framework by noting the junctures that are susceptible to dilution or pollution. Then we expatiate the model's guidelines to describe specifically how they were designed and implemented to mitigate pollution and dilution. Finally, we provide evidence regarding the success of these efforts. © 2017 Elsevier Inc. All rights reserved.

  6. Gender comparisons in children with ASD entering early intervention.

    PubMed

    Fulton, Alexandra M; Paynter, Jessica M; Trembath, David

    2017-09-01

    Males are diagnosed with Autism Spectrum Disorder (ASD) approximately four times as often as females. This has led to interest in recent years of potential under-diagnosis of females, as well as negative consequences for females with ASD due to under-identification. A number of potential explanations for gender bias in diagnosis are discussed including that females and males may present differently despite showing the same core symptoms. Previous research has shown inconsistent findings in comparisons between genders in young children with ASD for whom early intervention is vital. Thus, the aim of the present study was to investigate the social, communication, and cognitive functioning, as well as level of ASD symptoms, in a cohort of children who presented for early intervention to inform understanding of gender differences in this population, as well as to inform understanding of the mechanisms by which gender bias may occur. Participants included 254 children (42 females) aged 29-74 months who completed measures of cognition, communication skills, adaptive behaviour, and ASD symptoms on entry to early intervention. Consistent with hypotheses, no significant gender differences were found both overall, and when split by functioning level. However, a similar ratio of males and females was found in both high- and low-functioning groups contrary to predictions. These results are consistent with some of the previous research that suggests gender differences may not be apparent in clinical samples at this young age. We highlight a need for further research that may use universal screening or longitudinal methods to understand the trajectory of development for females with ASD specifically. Such research could better inform timely and tailored intervention from the preschool years onwards. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Resource Guide: Selected Early Childhood/Early Intervention Training Materials. 8th Edition.

    ERIC Educational Resources Information Center

    Catlett, Camille, Comp.; Winton, Pamela J., Comp.

    This resource guide is intended to identify both primary and supplementary resources for designing preservice and inservice training on early intervention programs for children with disabilities. The instructional materials are described and listed in three sections. The first section provides annotated descriptions of instructional materials in…

  8. Sleep Problems and Early Developmental Delay: Implications for Early Intervention Programs

    ERIC Educational Resources Information Center

    Bonuck, Karen; Grant, Roy

    2012-01-01

    Sleep disorders negatively impact behavior, cognition, and growth--the same areas targeted by early intervention. Conversely, developmental delays and disabilities may themselves precipitate sleep disorders. Young children with developmental delays experience sleep disorders at a higher rate than do typically developing children; the most common…

  9. Become Related: FIAS, an Intensive Early Intervention for Young Children with Autism Spectrum Disorders.

    PubMed

    Herbrecht, Evelyn; Kievit, Esther; Spiegel, René; Dima, Diana; Goth, Kirstin; Schmeck, Klaus

    2015-01-01

    In autism spectrum disorders (ASDs), impairments in fundamental social abilities and a lack of interest in social stimuli become apparent early in life. These impairments are thought to negatively affect further brain and behavioural development. Early intensive interventions can help to attenuate social-development and other risk factors and, thus, to ameliorate the deficits associated with ASDs. We present FIAS, an intensive early intervention approach for young children with ASD, which aims at developing children's social motivation. During 18 days, therapists work continuously for 6 h a day with the affected child, involving the whole family in a day care setting. Follow-up care at home over 1 year as well as fresh-up interventions and inclusion in kindergarten or a play group should stabilise the effects and help to respond to further challenges. Here, we present observations from the first 12 patients (25-48 months of age) treated according to the FIAS approach. We evaluated changes in core autistic symptoms and level of functioning after the 18 days of intensive intervention. Beyond standardised assessment, two innovative video-based instruments (Autism Behaviour Coding System and Evaluationsfragebogen) have been developed to assess autistic symptoms and interaction parameters during intervention. Improvements were noted in most core autistic symptom domains, with the highest effect sizes in domains like eye contact, communication, repetitive behaviour, imitation, motivation and reciprocity. In addition, the level of functioning significantly improved. The first evaluation of the FIAS approach shows promising results, as the FIAS intervention appears to improve core autistic symptom domains as well as the level of everyday functioning. Limitations of this study are the small sample size and the lack of a control group. A more comprehensive and longitudinal evaluation is in progress; this will focus on the stability of the observed effects and will attempt to

  10. Recruitment for health disparities preventive intervention trials: the early childhood caries collaborating centers.

    PubMed

    Tiwari, Tamanna; Casciello, Alana; Gansky, Stuart A; Henshaw, Michelle; Ramos-Gomez, Francisco; Rasmussen, Margaret; Garcia, Raul I; Albino, Judith; Batliner, Terrence S

    2014-08-07

    Four trials of interventions designed to prevent early childhood caries are using community-engagement strategies to improve recruitment of low-income, racial/ethnic minority participants. The trials are being implemented by 3 centers funded by the National Institute of Dental and Craniofacial Research and known as the Early Childhood Caries Collaborating Centers (EC4): the Center for Native Oral Health Research at the University of Colorado, the Center to Address Disparities in Children's Oral Health at the University of California San Francisco, and the Center for Research to Evaluate and Eliminate Dental Disparities at Boston University. The community contexts for the EC4 trials include urban public housing developments, Hispanic communities near the US-Mexican border, and rural American Indian reservations. These communities have a high prevalence of early childhood caries, suggesting the need for effective, culturally acceptable interventions. Each center's intervention(s) used community-based participatory research approaches, identified community partners, engaged the community through various means, and developed communication strategies to enhance recruitment. All 3 centers have completed recruitment. Each center implemented several new strategies and approaches to enhance recruitment efforts, such as introducing new communication techniques, using media such as radio and newspapers to spread awareness about the studies, and hosting community gatherings. Using multiple strategies that build trust in the community, are sensitive to cultural norms, and are adaptable to the community environment can enhance recruitment in underserved communities.

  11. Early Educational Intervention, Early Cumulative Risk, and the Early Home Environment as Predictors of Young Adult Outcomes within a High-Risk Sample

    ERIC Educational Resources Information Center

    Pungello, Elizabeth P.; Kainz, Kirsten; Burchinal, Margaret; Wasik, Barbara H.; Sparling, Joseph J.; Ramey, Craig T.; Campbell, Frances A.

    2010-01-01

    The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment,…

  12. Generative Mechanisms of Early Childhood Interventions to Well-Being

    PubMed Central

    Reynolds, Arthur J.; Mondi, Christina F.; Ou, Suh-Ruu; Hayakawa, Momo

    2016-01-01

    We describe the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote the well-being of vulnerable children and families. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning in the first few years of life. Relatively large effects of program participation have been documented for school readiness skills, parent involvement, K-12 achievement, reduced need for remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impact on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale-up of the Child-Parent Centers in two states. PMID:28195326

  13. Processes of Early Childhood Interventions to Adult Well-Being.

    PubMed

    Reynolds, Arthur J; Ou, Suh-Ruu; Mondi, Christina F; Hayakawa, Momoko

    2017-03-01

    This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child-Parent Centers. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  14. Paying for Early Interventions in Psychoses: A Three-Part Model.

    PubMed

    Frank, Richard G; Glied, Sherry A; McGuire, Thomas G

    2015-07-01

    Widespread dissemination of early interventions for psychosis, such as the intervention offered in the RAISE study (Recovery After an Initial Schizophrenia Episode), requires a funding mechanism that is both compatible with approaches already used by payers and generates incentives for providers that promote the desired behaviors. The authors propose a funding model with three components: a prospective per-case payment made conditional on patient engagement in treatment, a per-service component to cover the costs of clinical services, and an outcome-based component conditional on achieving measurable outcome milestones. The authors describe the components and how such a payment mechanism might be implemented.

  15. Family Involvement in Early Intervention Service Planning: Links to Parental Satisfaction and Self-Efficacy

    ERIC Educational Resources Information Center

    Popp, Tierney K.; You, Hyun-Kyung

    2016-01-01

    The mediating role of parental satisfaction in the relation between family involvement in early intervention service planning and parental self-efficacy was explored. Participants included families of children with disability or delay involved in early intervention (n = 2586). Data were examined upon entry into early intervention (T1) and at…

  16. 34 CFR 303.126 - Early intervention services in natural environments.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Early intervention services in natural environments...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION... Statewide System Minimum Components of A Statewide System § 303.126 Early intervention services in natural...

  17. 12 CFR 1024.39 - Early intervention requirements for certain borrowers.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 12 Banks and Banking 8 2014-01-01 2014-01-01 false Early intervention requirements for certain... SETTLEMENT PROCEDURES ACT (REGULATION X) Mortgage Servicing § 1024.39 Early intervention requirements for... of the user, the revised text is set forth as follows: § 1024.39 Early intervention requirements for...

  18. 34 CFR 303.126 - Early intervention services in natural environments.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Early intervention services in natural environments. 303...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION... Statewide System Minimum Components of A Statewide System § 303.126 Early intervention services in natural...

  19. 34 CFR 303.126 - Early intervention services in natural environments.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Early intervention services in natural environments...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION... Statewide System Minimum Components of A Statewide System § 303.126 Early intervention services in natural...

  20. Cerebral Palsy: A Lifelong Challenge Asks for Early Intervention

    PubMed Central

    Panteliadis, Christos P; Hagel, Christian; Karch, Dieter; Heinemann, Karl

    2015-01-01

    One of the oldest and probably well-known examples of cerebral palsy is the mummy of the Pharaoh Siptah about 1196–1190 B.C., and a letter from Hippocrates (460–390 B.C.). Cerebral palsy (CP) is one of the most common congenital or acquired neurological impairments in paediatric patients, and refers to a group of children with motor disability and related functional defects. The visible core of CP is characterized by abnormal coordination of movements and/or muscle tone which manifest very early in the development. Resulting from pre- or perinatal brain damage CP is not a progressive condition per se. However, without systematic medical and physiotherapeutic support the dystonia leads to muscle contractions and to deterioration of the handicap. Here we review the three general spastic manifestations of CP hemiplegia, diplegia and tetraplegia, describe the diagnostic procedures and delineate a time schedule for an early intervention. PMID:26191093

  1. Participatory design in the development of an early therapy intervention for perinatal stroke.

    PubMed

    Basu, Anna Purna; Pearse, Janice Elizabeth; Baggaley, Jessica; Watson, Rose Mary; Rapley, Tim

    2017-01-23

    Perinatal stroke is the leading cause of unilateral (hemiparetic) cerebral palsy, with life-long personal, social and financial consequences. Translational research findings indicate that early therapy intervention has the potential for significant improvements in long-term outcome in terms of motor function. By involving families and health professionals in the development and design stage, we aimed to produce a therapy intervention which they would engage with. Nine parents of children with hemiparesis and fourteen health professionals involved in the care of infants with perinatal stroke took part in peer review and focus groups to discuss evolving therapy materials, with revisions made iteratively. The materials and approach were also discussed at a meeting of the London Child Stroke Research Reference Group. Focus group data were coded using Normalisation Process Theory constructs to explore potential barriers and facilitators to routine uptake of the intervention. We developed the Early Therapy in Perinatal Stroke (eTIPS) program - a parent-delivered, home-based complex intervention addressing a current gap in practice for infants in the first 6 months of life after unilateral perinatal stroke and with the aim of improving motor outcome. Parents and health professionals saw the intervention as different from usual practice, and valuable (high coherence). They were keen to engage (high cognitive participation). They considered the tasks for parents to be achievable (high collective action). They demonstrated trust in the approach and felt that parents would undertake the recommended activities (high collective action). They saw the approach as flexible and adaptable (high reflexive monitoring). Following suggestions made, we added a section on involving the extended family, and obtained funding for a website and videos to supplement written materials. Focus groups with parents and health professionals provided meaningful feedback to iteratively improve the

  2. Using Digital Media Advertising in Early Psychosis Intervention.

    PubMed

    Birnbaum, Michael L; Garrett, Chantel; Baumel, Amit; Scovel, Maria; Rizvi, Asra F; Muscat, Whitney; Kane, John M

    2017-11-01

    Identifying and engaging youth with early-stage psychotic disorders in order to facilitate timely treatment initiation remains a major public health challenge. Although advertisers routinely use the Internet to directly target consumers, limited efforts have focused on applying available technology to proactively encourage help-seeking in the mental health community. This study explores how one might take advantage of Google AdWords in order to reach prospective patients with early psychosis. A landing page was developed with the primary goal of encouraging help-seeking individuals in New York City to contact their local early psychosis intervention clinic. In order to provide the best opportunity to reach the intended audience, Google AdWords was utilized to link more than 2,000 selected search terms to strategically placed landing page advertisements. The campaign ran for 14 weeks between April 11 and July 18, 2016 and had a total budget of $1,427. The ads appeared 191,313 times and were clicked on 4,350 times, at a per-click cost of $.33. Many users took additional help-seeking steps, including obtaining psychosis-specific information/education (44%), completing a psychosis self-screener (15%), and contacting the local early treatment program (1%). Digital ads appear to be a reasonable and cost-effective method to reach individuals who are searching for behavioral health information online. More research is needed to better understand the many complex steps between online search inquiries and making first clinical contact.

  3. Interventions to Reduce Harm from Smoking with Families in Infancy and Early Childhood: A Systematic Review

    PubMed Central

    Brown, Nicola; Luckett, Tim; Davidson, Patricia M.; Di Giacomo, Michelle

    2015-01-01

    Exposure to adult smoking can have deleterious effects on children. Interventions that assist families with smoking cessation/reduction and environmental tobacco smoke (ETS) avoidance can improve child health outcomes and reduce the risk of smoking initiation. The purpose of this review was to describe the state of the science of interventions with families to promote smoke-free home environments for infants and young children, including parent smoking reduction and cessation interventions, ETS reduction, and anti-smoking socialisation interventions, using the socio-ecological framework as a guide. A systematic review of peer-reviewed articles identified from journal databases from 2000 to 2014 was undertaken. Of 921 articles identified, 28 were included in the review. Considerable heterogeneity characterised target populations, intervention types, complexity and intensity, precluding meta-analysis. Few studies used socio-ecological approaches, such as family theories or concepts. Studies in early parenthood (child age newborn to one year) tended to focus on parent smoking cessation, where studies of families with children aged 1–5 years were more likely to target household SHSe reduction. Results suggest that interventions for reduction in ETS may be more successful than for smoking cessation and relapse prevention in families of children aged less than 5 years. There is a need for a range of interventions to support families in creating a smoke free home environment that are both tailored and targeted to specific populations. Interventions that target the social and psychodynamics of the family should be considered further, particularly in reaching vulnerable populations. Consideration is also required for approaches to interventions that may further stigmatise families containing smokers. Further research is required to identify successful elements of interventions and the contexts in which they are most effective. PMID:25785496

  4. The DREME Network: Research and Interventions in Early Childhood Mathematics.

    PubMed

    Day-Hess, Crystal; Clements, Douglas H

    2017-01-01

    The DREME Network was created to advance the field of early mathematics research and improves the opportunities to develop math competencies offered to children birth through age 8 years, with an emphasis on the preschool years. All four main Network projects will have implications for interventions. Section 1 introduces the Network and its four projects. The remainder of the chapter focuses on one of these four projects, Making More of Math (MMM), in depth. MMM is directly developing an intervention for children, based on selecting high-quality instructional activities culled from the burgeoning curriculum resources. We first report a review of 457 activities from 6 research-based curricula, which describes the number of activities by content focus, type (nature), and setting of each activity. Given the interest in higher-order thinking skills and self-regulation, we then identified activities that had the potential to, develop both mathematics and executive function (EF) proficiencies. We rated these, selecting the top 10 for extensive coding by mathematics content and EF processes addressed. We find a wide divergence across curricula in all these categories and provide comprehensive reports for those interested in selecting, using, or developing early mathematics curricula. © 2017 Elsevier Inc. All rights reserved.

  5. Early Intervention for Borderline Personality Disorder: Psychodynamic Therapy in Adolescents.

    PubMed

    Salzer, Simone; Cropp, Carola; Streeck-Fischer, Annette

    2014-01-01

    Borderline personality disorder (BPD) should be understood as a disorder of development (Streeck-Fischer 2008, 2013) that has its first manifestation in late childhood and adolescence. There are only few treatment studies of adolescents meeting the diagnostic criteria of borderline personality disorder, although early interventions for these patients are urgently needed (see Chanen & McCutcheon 2013). We examined the effectiveness of an inpatient psychodynamic therapy (PDT). Twenty-eight adolescents fulfilling the DSM-IV diagnostic criteria of borderline personality disorder were treated with psychodynamic therapy. The mean duration of treatment was 29.87 weeks (SD = 15.88). Outcomes were remission rates, GAF, GSI, SDQ, IIP and BPI scores. Assessments were made at admission and after treatment. Pre-post comparisons and comparisons with normative data were conducted. At the end of treatment 39.29% of the patients were remitted. We found significant improvements for the GAF, GSI, SDQ, IIP (all p0.001) and the BPI (p = 0.006). These clinically relevant improvements demonstrate the effectiveness of psychodynamic therapy in adolescents with borderline personality disorder and stress the usefulness of an early intervention for these patients.

  6. Transradial Approach as a Default Route in Coronary Artery Interventions

    PubMed Central

    Kim, Jang-Young

    2011-01-01

    Advances in percutaneous coronary intervention (PCI) and peri-procedural potent antithrombotic treatments during the past decade have dramatically improved the outcomes of ischemic heart disease. The femoral artery is the vascular route used in PCI in most catheterization labs. However, when the femoral artery is used as the approaching vessel, local hemorrhagic complication is not rare in the era of potent antithrombotics. Recent studies have suggested that peri-procedural bleeding complications after PCI are associated with increased short- and long-term morbidity and mortality. On the other hand, there has been growing interest in transradial PCI due to rare complications at the puncture site, patient conveniences, early discharge and shortened hospitalization periods. Furthermore, the indications of transradial PCI are expanding to the complex lesion subsets due to the miniaturization of devices used, improvement of devices and techniques, and accumulated experience with the use of transradial PCI. In this review, we discuss the data of transradial PCI as a potential default route in coronary artery interventions, as well as other issues that may raise concerns with transradial PCI. PMID:21359061

  7. Transradial approach as a default route in coronary artery interventions.

    PubMed

    Kim, Jang-Young; Yoon, Junghan

    2011-01-01

    Advances in percutaneous coronary intervention (PCI) and peri-procedural potent antithrombotic treatments during the past decade have dramatically improved the outcomes of ischemic heart disease. The femoral artery is the vascular route used in PCI in most catheterization labs. However, when the femoral artery is used as the approaching vessel, local hemorrhagic complication is not rare in the era of potent antithrombotics. Recent studies have suggested that peri-procedural bleeding complications after PCI are associated with increased short- and long-term morbidity and mortality. On the other hand, there has been growing interest in transradial PCI due to rare complications at the puncture site, patient conveniences, early discharge and shortened hospitalization periods. Furthermore, the indications of transradial PCI are expanding to the complex lesion subsets due to the miniaturization of devices used, improvement of devices and techniques, and accumulated experience with the use of transradial PCI. In this review, we discuss the data of transradial PCI as a potential default route in coronary artery interventions, as well as other issues that may raise concerns with transradial PCI.

  8. Leadership Competencies in U.S. Early Intervention/Early Childhood Special Education Service Systems: A National Survey

    ERIC Educational Resources Information Center

    Bruns, Deborah A.; LaRocco, Diana J.; Sharp, Olga L.; Sopko, Kim Moherek

    2017-01-01

    In 2015, the Division for Early Childhood of the Council for Exceptional Children released a position statement on leadership in early intervention and early childhood special education (EI/ECSE). Division for Early Childhood emphasized the importance of developing and supporting high-quality leadership within and across all levels of EI/ECSE…

  9. Perinatal Risks and Childhood Premorbid Indicators of Later Psychosis: Next Steps for Early Psychosocial Interventions

    PubMed Central

    Liu, Cindy H.; Keshavan, Matcheri S.; Tronick, Ed; Seidman, Larry J.

    2015-01-01

    Schizophrenia and affective psychoses are debilitating disorders that together affect 2%–3% of the adult population. Approximately 50%–70% of the offspring of parents with schizophrenia manifest a range of observable difficulties including socioemotional, cognitive, neuromotor, speech-language problems, and psychopathology, and roughly 10% will develop psychosis. Despite the voluminous work on premorbid vulnerabilities to psychosis, especially on schizophrenia, the work on premorbid intervention approaches is scarce. While later interventions during the clinical high-risk (CHR) phase of psychosis, characterized primarily by attenuated positive symptoms, are promising, the CHR period is a relatively late phase of developmental derailment. This article reviews and proposes potential targets for psychosocial interventions during the premorbid period, complementing biological interventions described by others in this Special Theme issue. Beginning with pregnancy, parents with psychoses may benefit from enhanced prenatal care, social support, parenting skills, reduction of symptoms, and programs that are family-centered. For children at risk, we propose preemptive early intervention and cognitive remediation. Empirical research is needed to evaluate these interventions for parents and determine whether interventions for parents and children positively influence the developmental course of the offspring. PMID:25904724

  10. Adolescent fathers: an approach for intervention.

    PubMed

    Joshi, N P; Battle, S F

    1990-01-01

    Many myths exist concerning the needs and problems confronting adolescent fathers. Research on adolescent pregnancy has proliferated in the last decade. We now have a substantial body of empirically-based findings in this area. Unfortunately, few substantive findings are available on adolescent fathers, yet the magnitude of this problem has reached epidemic proportion. This article will provide an overview of current research on adolescent fathers and their needs and offer suggestions for appropriate intervention.

  11. The Impact of a Delay to Early Intensive Behavioral Intervention on Educational Outcomes for a Cohort of Medicaid-Enrolled Children with Autism

    ERIC Educational Resources Information Center

    Dimian, Adele F.

    2017-01-01

    Introduction: Early Intensive Behavioral Interventions (EIBI) is an applied behavior analysis approach that can be effective for remediating autism spectrum disorder (ASD) symptoms for some individuals (Reichow, 2012). From a population perspective, timely access to early intervention services is assumed to be important for facilitating long term…

  12. Early Interventions Following the Death of a Parent: Protocol of a Mixed Methods Systematic Review.

    PubMed

    Pereira, Mariana; Johnsen, Iren; Hauken, May Aa; Kristensen, Pål; Dyregrov, Atle

    2017-06-29

    Previous meta-analyses examined the effectiveness of interventions for bereaved children showing small to moderate effect sizes. However, no mixed methods systematic review was conducted on bereavement interventions following the loss of a parent focusing on the time since death in regard to the prevention of grief complications. The overall purpose of the review is to provide a rigorous synthesis of early intervention after parental death in childhood. Specifically, the aims are twofold: (1) to determine the rationales, contents, timeframes, and outcomes of early bereavement care interventions for children and/or their parents and (2) to assess the quality of current early intervention studies. Quantitative, qualitative, and mixed methods intervention studies that start intervention with parentally bereaved children (and/or their parents) up to 6 months postloss will be included in the review. The search strategy was based on the Population, Interventions, Comparator, Outcomes, and Study Designs (PICOS) approach, and it was devised together with a university librarian. The literature searches will be carried out in the Medical Literature Analysis and Retrieval System Online (MEDLINE), PsycINFO, Excerpta Medica Database (EMBASE), and Cumulative Index to Nursing and Allied Health Literature (CINAHL). The Mixed Methods Appraisal Tool will be used to appraise the quality of eligible studies. All data will be narratively synthetized following the Guidance on the Conduct of Narrative Synthesis in Systematic Reviews. The systematic review is ongoing and the data search has started. The review is expected to be completed by the end of 2017. Findings will be submitted to leading journals for publication. In accordance with the current diagnostic criteria for prolonged grief as well as the users' perspectives literature, this systematic review outlines a possible sensitive period for early intervention following the death of a parent. The hereby presented protocol ensures

  13. The Early Impact Program: An Early Intervention and Prevention Program for Children and Families At-Risk of Conduct Problems

    ERIC Educational Resources Information Center

    Larmar, Stephen; Gatfield, Terry

    2007-01-01

    The Early Impact (EI) program is an early intervention and prevention program for reducing the incidence of conduct problems in pre-school aged children. The EI intervention framework is ecological in design and includes universal and indicated components. This paper delineates key principles and associated strategies that underpin the EI program.…

  14. Predictors of Outcomes in Autism Early Intervention: Why Don’t We Know More?

    PubMed Central

    Vivanti, Giacomo; Prior, Margot; Williams, Katrina; Dissanayake, Cheryl

    2014-01-01

    Response to early intervention programs in autism is variable. However, the factors associated with positive versus poor treatment outcomes remain unknown. Hence the issue of which intervention/s should be chosen for an individual child remains a common dilemma. We argue that lack of knowledge on “what works for whom and why” in autism reflects a number of issues in current approaches to outcomes research, and we provide recommendations to address these limitations. These include: a theory-driven selection of putative predictors; the inclusion of proximal measures that are directly relevant to the learning mechanisms demanded by the specific educational strategies; the consideration of family characteristics. Moreover, all data on associations between predictor and outcome variables should be reported in treatment studies. PMID:24999470

  15. Early interventions and lessons from Harvard Business Review.

    PubMed

    Chong, Siow-Ann

    2007-11-01

    To describe the establishment and development of an Early Psychosis Intervention Programme in Singapore that is based on a business model and with concepts drawn from the corporate world. The author who directed this programme describes the circumstances that led to this initiative, the ideas borrowed and adapted from the corporate world, and the lessons learnt in setting up this intervention programme. The modus operandi of the programme is based on the Balanced Scorecard - a model which stresses four equally important components: customers, internal processes, financial health and learning and innovation. Other complementary actions like creating a sense of urgency, forging a vision with a core ideology, empowerment of team members, creating short-term wins, anchoring the changes and finding meaning in the work are vital for the programme to thrive. This model also emphasizes the importance of accountability through the measurability of indicators. These indicators included a significant reduction in the duration of untreated psychosis, a positive change in the referral patterns with better engagement of the primary health-care sector and an improvement in the quality of care for the patients. Much can be learnt from the business world in building and maintaining a public mental health programme. Effective change also requires effective leadership, and the successful implementation of certain strategic steps.

  16. The Early Risers Preventive Intervention: Testing for Six-year Outcomes and Mediational Processes

    ERIC Educational Resources Information Center

    Bernat, Debra H.; August, Gerald J.; Hektner, Joel M.; Bloomquist, Michael L.

    2007-01-01

    We examined effects of the Early Risers "Skills for Success" early-age-targeted prevention program on serious conduct problems following 5 years of continuous intervention and one year of follow-up. We also examined if intervention effects on proximally-targeted variables found after 3 years mediated intervention effects on conduct…

  17. Responses to Struggling, K-2 Readers and Writers: Early Literacy Intervention in Three Urban Schools

    ERIC Educational Resources Information Center

    Mooney, Kathleen C.

    2009-01-01

    An abundance of research on early literacy intervention indicates that struggling, K-2 readers and writers can be effectively supported through the receipt of intervention services in school; however, research in the area has not yet addressed study of the unique, contextualized design and implementation of early literacy intervention in different…

  18. Intervention of Behavioural, Cognitive and Sex on Early Childhood's Aggressive Behaviour

    ERIC Educational Resources Information Center

    Purwati; Japar, Muhammad

    2015-01-01

    This study aims to find out the effect of behavioural intervention, cognitive intervention, and sex intervention toward the aggressive behaviour of early childhood. The study is conducted at two non-formal institutions of Education on Early Childhood in Magelang. This study obtains the data from two experimental groups consisting of 14 early…

  19. Fadeout in an Early Mathematics Intervention: Constraining Content or Preexisting Differences?

    ERIC Educational Resources Information Center

    Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie S.

    2016-01-01

    A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of…

  20. A Community-Based Early Intervention Program for Toddlers with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Rollins, Pamela Rosenthal; Campbell, Michelle; Hoffman, Renee Thibodeau; Self, Kayli

    2016-01-01

    This study examined Pathways Early Autism Intervention, a community-based, parent-mediated, intensive behavioral and developmental intervention program for children with autism spectrum disorders that could be used as a model for state-funded early intervention programs. A single-subject, multiple-baseline, across-participants design was used.…

  1. A Small Group Model for Early Intervention in Literacy: Group Size and Program Effects.

    ERIC Educational Resources Information Center

    Homan, Susan; King, James R.; Hogarty, Kris

    Over the last 2 years, Accelerated Literacy Learning (ALL) has experimented with the small group model in early literacy intervention, with success comparable to that in one-to-one intervention. There can be little doubt that intervention provided to struggling readers is most effectively initiated at an early stage. The ALL program was conceived…

  2. Obesity-programmed mice are rescued by early genetic intervention

    PubMed Central

    Bumaschny, Viviana F.; Yamashita, Miho; Casas-Cordero, Rodrigo; Otero-Corchón, Verónica; de Souza, Flávio S.J.; Rubinstein, Marcelo; Low, Malcolm J.

    2012-01-01

    Obesity is a chronic metabolic disorder affecting half a billion people worldwide. Major difficulties in managing obesity are the cessation of continued weight loss in patients after an initial period of responsiveness and rebound to pretreatment weight. It is conceivable that chronic weight gain unrelated to physiological needs induces an allostatic regulatory state that defends a supranormal adipose mass despite its maladaptive consequences. To challenge this hypothesis, we generated a reversible genetic mouse model of early-onset hyperphagia and severe obesity by selectively blocking the expression of the proopiomelanocortin gene (Pomc) in hypothalamic neurons. Eutopic reactivation of central POMC transmission at different stages of overweight progression normalized or greatly reduced food intake in these obesity-programmed mice. Hypothalamic Pomc rescue also attenuated comorbidities such as hyperglycemia, hyperinsulinemia, and hepatic steatosis and normalized locomotor activity. However, effectiveness of treatment to normalize body weight and adiposity declined progressively as the level of obesity at the time of Pomc induction increased. Thus, our study using a novel reversible monogenic obesity model reveals the critical importance of early intervention for the prevention of subsequent allostatic overload that auto-perpetuates obesity. PMID:23093774

  3. Race to the Top--Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs

    ERIC Educational Resources Information Center

    Bohjanen, Sharon L.

    2016-01-01

    Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top--Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for…

  4. Evaluating interventions in health: a reconciliatory approach.

    PubMed

    Wolff, Jonathan; Edwards, Sarah; Richmond, Sarah; Orr, Shepley; Rees, Geraint

    2012-11-01

    Health-related Quality of Life measures have recently been attacked from two directions, both of which criticize the preference-based method of evaluating health states they typically incorporate. One attack, based on work by Daniel Kahneman and others, argues that 'experience' is a better basis for evaluation. The other, inspired by Amartya Sen, argues that 'capability' should be the guiding concept. In addition, opinion differs as to whether health evaluation measures are best derived from consultations with the general public, with patients, or with health professionals. And there is disagreement about whether these opinions should be solicited individually and aggregated, or derived instead from a process of collective deliberation. These distinctions yield a wide variety of possible approaches, with potentially differing policy implications. We consider some areas of disagreement between some of these approaches. We show that many of the perspectives seem to capture something important, such that it may be a mistake to reject any of them. Instead we suggest that some of the existing 'instruments' designed to measure HR QoLs may in fact successfully already combine these attributes, and with further refinement such instruments may be able to provide a reasonable reconciliation between the perspectives. © 2011 Blackwell Publishing Ltd.

  5. [Early Intervention and Cognitive Development: A Longitudinal Study with Psychologically Stressed Mother-Child-Dyad during Early Childhood].

    PubMed

    Zwönitzer, Annabel; Ziegenhain, Ute; Bovenschen, Ina; Pillhofer, Melanie; Spangler, Gottfried; Gerlach, Jennifer; Gabler, Sandra; Kindler, Heinz; Fegert, Jörg M; Künster, Anne Katrin

    2016-01-01

    Early intervention programs aiming at developing parents’ relationship and parenting skills and supporting young families have become increasingly established in Germany throughout the last decade. The present longitudinal study analyzed 53 children and their mothers receiving early intervention due to their psychosocially highly challenging life situations and personal circumstances. The children were examined at birth and at an age of twelve months as well as between ages two and four. The results revealed that the child’s cognitive development could be predicted by both maternal sensitivity and mother’s psychosocial stress. However, the amount, type, and intensity of early intervention did not have any effect on the child’s development. In terms of the effectiveness of early interventions the results implicate that interventions seems to be offered in an unspecific manner and does not contribute to an improvement of the child’s developmental status.

  6. Treatment Interventions for Early Childhood Obesity: A Systematic Review.

    PubMed

    Foster, Byron A; Farragher, Jill; Parker, Paige; Sosa, Erica T

    2015-01-01

    With 25% of preschool-age children in the United States being overweight or obese, effective interventions for these children would have significant public health implications. Randomized trials targeting this age group have been performed since the last systematic review. To systematically review the literature on treatment interventions for overweight or obesity in preschool-age children. Medline (1948-July 2014), the Cochrane Central Registry (1991-July 2014), CINAHL (1990-July2014), and PAS abstracts (2000-2014). Inclusion criteria were children aged 0 to 6 in the study and adiposity as an outcome. Exclusions were having normal-weight children in the trial and not having a comparison group. Data were extracted independently by 2 authors using a template. The initial search yielded 1981 results, narrowed to 289 abstracts after initial review. Further analysis and cross-referencing led to the selection of 6 randomized controlled trials representing 1222 children. Two studies used systems changes and motivational interviewing and showed no significant effect on adiposity. Two studies used an intensive, multidisciplinary approach over 6 months and demonstrated significant decreases in adiposity. One study tested parental coaching and showed a significant reduction in adiposity at 6 months. One study used education on a dairy-rich diet and showed a possible effect on adiposity. The study designs were too heterogeneous for meta-analysis; few ethnic minority subjects were included. Multidisciplinary, intensive interventions have some evidence of efficacy in reducing adiposity in preschool children. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  7. Recent Coverage of Early Childhood Education Approaches in Open Access Early Childhood Journals

    ERIC Educational Resources Information Center

    Keskin, Burhanettin

    2016-01-01

    A content analysis of the coverage of the major approaches to early childhood education in the early childhood research journals, published between 2010 and 2014, that are early childhood research oriented and have free online access were investigated. Among 21 journals in early childhood education, two journals were selected for the content…

  8. Screening, Brief Intervention, and Referral to Treatment (SBIRT): Toward a Public Health Approach to the Management of Substance Abuse

    ERIC Educational Resources Information Center

    Babor, Thomas F.; McRee, Bonnie G.; Kassebaum, Patricia A.; Grimaldi, Paul L.; Ahmed, Kazi; Bray, Jeremy

    2007-01-01

    Screening, Brief Intervention, and Referral to Treatment (SBIRT) is a comprehensive and integrated approach to the delivery of early intervention and treatment services through universal screening for persons with substance use disorders and those at risk. This paper describes research on the components of SBIRT conducted during the past 25 years,…

  9. A Cross-Cultural Comparison of Positive Behavioral Interventions and Supports in Early Childhood Classrooms in the United States and South Korea

    ERIC Educational Resources Information Center

    Steed, Elizabeth A.; Noh, Jina; Heo, Kay H.

    2014-01-01

    This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachers' approaches to…

  10. Examining the Feasibility and Acceptability of a Motivational Interviewing Early Intervention Program to Prevent High School Dropout

    ERIC Educational Resources Information Center

    Iachini, Aidyn L.; Rogelberg, Sandra; Terry, John David; Lutz, Amy

    2016-01-01

    This article describes Aspire, a new motivational interviewing (MI) early intervention program designed to prevent dropout among students repeating the ninth grade, and then examines the feasibility and acceptability of this program through a mixed-methods approach. The Aspire program is a nine-lesson curriculum grounded in MI with an emphasis on…

  11. Evaluation of California's Statewide Mental Health Prevention and Early Intervention Programs: Summary of Key Year 2 Findings

    ERIC Educational Resources Information Center

    Eberhart, Nicole K.; Burnam, M. Audrey; Berry, Sandra H.; Collins, Rebecca L.; Ebener, Patricia A.; Ramchand, Rajeev; Stein, Bradley D.; Woodbridge, Michelle W.

    2015-01-01

    In California, the passage of Proposition 63 set aside funds for prevention and early intervention (PEI) and allowed for local and statewide activities. Recognizing the importance of including evidence-based PEI approaches into a comprehensive spectrum of care for mental disorders, the California Mental Health Services Authority (CalMHSA)--a…

  12. Effects of healthcare professional delivered early feeding interventions on feeding practices and dietary intake: A systematic review.

    PubMed

    Matvienko-Sikar, Karen; Toomey, Elaine; Delaney, Lisa; Harrington, Janas; Byrne, Molly; Kearney, Patricia M

    2018-04-01

    Childhood obesity is a global public health challenge. Parental feeding practices, such as responsive feeding, are implicated in the etiology of childhood obesity. This systematic review aimed to examine of effects of healthcare professional-delivered early feeding interventions, on parental feeding practices, dietary intake, and weight outcomes for children up to 2 years. The role of responsive feeding interventions was also specifically examined. Databases searched included: CINAHL, the Cochrane Library, EMBASE, Medline, PubMed, PsycINFO, and Maternity and Infant Care. participants are parents of children ≤2 years; intervention includes focus on early child feeding to prevent overweight and obesity; intervention delivered by healthcare professionals. Sixteen papers, representing 10 trials, met inclusion criteria for review. Six interventions included responsive feeding components. Interventions demonstrated inconsistent effects on feeding practices, dietary intake, and weight outcomes. Findings suggest some reductions in pressure to eat and infant consumption of non-core beverages. Responsive feeding based interventions demonstrate greater improvements in feeding approaches, and weight outcomes. The findings of this review highlight the importance of incorporating responsive feeding in healthcare professional delivered early feeding interventions to prevent childhood obesity. Observed inconsistencies across trials may be explained by methodological limitations. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. Early, Accurate Diagnosis and Early Intervention in Cerebral Palsy: Advances in Diagnosis and Treatment.

    PubMed

    Novak, Iona; Morgan, Cathy; Adde, Lars; Blackman, James; Boyd, Roslyn N; Brunstrom-Hernandez, Janice; Cioni, Giovanni; Damiano, Diane; Darrah, Johanna; Eliasson, Ann-Christin; de Vries, Linda S; Einspieler, Christa; Fahey, Michael; Fehlings, Darcy; Ferriero, Donna M; Fetters, Linda; Fiori, Simona; Forssberg, Hans; Gordon, Andrew M; Greaves, Susan; Guzzetta, Andrea; Hadders-Algra, Mijna; Harbourne, Regina; Kakooza-Mwesige, Angelina; Karlsson, Petra; Krumlinde-Sundholm, Lena; Latal, Beatrice; Loughran-Fowlds, Alison; Maitre, Nathalie; McIntyre, Sarah; Noritz, Garey; Pennington, Lindsay; Romeo, Domenico M; Shepherd, Roberta; Spittle, Alicia J; Thornton, Marelle; Valentine, Jane; Walker, Karen; White, Robert; Badawi, Nadia

    2017-09-01

    Cerebral palsy describes the most common physical disability in childhood and occurs in 1 in 500 live births. Historically, the diagnosis has been made between age 12 and 24 months but now can be made before 6 months' corrected age. To systematically review best available evidence for early, accurate diagnosis of cerebral palsy and to summarize best available evidence about cerebral palsy-specific early intervention that should follow early diagnosis to optimize neuroplasticity and function. This study systematically searched the literature about early diagnosis of cerebral palsy in MEDLINE (1956-2016), EMBASE (1980-2016), CINAHL (1983-2016), and the Cochrane Library (1988-2016) and by hand searching. Search terms included cerebral palsy, diagnosis, detection, prediction, identification, predictive validity, accuracy, sensitivity, and specificity. The study included systematic reviews with or without meta-analyses, criteria of diagnostic accuracy, and evidence-based clinical guidelines. Findings are reported according to the PRISMA statement, and recommendations are reported according to the Appraisal of Guidelines, Research and Evaluation (AGREE) II instrument. Six systematic reviews and 2 evidence-based clinical guidelines met inclusion criteria. All included articles had high methodological Quality Assessment of Diagnostic Accuracy Studies (QUADAS) ratings. In infants, clinical signs and symptoms of cerebral palsy emerge and evolve before age 2 years; therefore, a combination of standardized tools should be used to predict risk in conjunction with clinical history. Before 5 months' corrected age, the most predictive tools for detecting risk are term-age magnetic resonance imaging (86%-89% sensitivity), the Prechtl Qualitative Assessment of General Movements (98% sensitivity), and the Hammersmith Infant Neurological Examination (90% sensitivity). After 5 months' corrected age, the most predictive tools for detecting risk are magnetic resonance imaging (86

  14. Verna Wright Lecture: Psoriatic Arthritis: The Need for Early Intervention.

    PubMed

    McHugh, Neil J

    2015-11-01

    About 30% of individuals with skin psoriasis will develop an inflammatory disease of the peripheral or axial skeleton involving synovial and/or entheseal tissue termed psoriatic arthritis (PsA). In most cases psoriasis will precede PsA by several years. Hence skin psoriasis provides an opportune model to investigate genetic and environmental factors that interact and contribute to the development of a common form of inflammatory arthritis. Further, the preexisting presence of psoriasis represents a unique opportunity for the early detection of arthritis and the potential for more effective intervention. However, despite the presence of psoriasis, there may be delay in the diagnosis of PsA that is associated with adverse longterm outcome. Undiagnosed disease is not uncommon, as demonstrated by studies applying screening questionnaires to primary care and dermatology clinic populations. Other potential risk factors, such as obesity and smoking, the presence of certain genetic and biomarker profiles, combined with accurate imaging modalities, offer the potential for more targeted screening. So in future it should be possible to detect PsA at a much earlier stage and prevent significant joint damage and associated disability before it happens.

  15. Review of NVP and HG and Early Pharmacotherapeutic Intervention

    PubMed Central

    Clark, Shannon M.; Costantine, Maged M.; Hankins, Gary D. V.

    2012-01-01

    NVP occurs in 50–90% of pregnancies, making it a common medical condition in pregnancy. Women present differently with any combination of signs and symptoms. It is appropriate to take the pregnancy-related versus nonpregnancy-related approach when determining the cause of nausea and vomiting but other causes should be considered. The most common etiologies for NVP include the hormonal changes associated with pregnancy, the physiologic changes in the gastrointestinal tract, and a genetic predisposition. Up to 10% of women will require pharmacotherapy to treat the symptoms of NVP despite conservative measures. ACOG currently recommends that a combination of oral pyridoxine hydrochloride and doxylamine succinate be used as first-line treatment for NVP if pyridoxine monotherapy does not relieve symptoms. A review of NVP and early pharmacotherapeutic management is presented due to the fact that NVP is largely undertreated, and investigations into the safe and effective pharmacotherapies available to treat NVP are lacking. PMID:22190950

  16. Using e-Coaching to Support an Early Intervention Provider's Implementation of a Functional Assessment-Based Intervention

    ERIC Educational Resources Information Center

    Fettig, Angel; Barton, Erin E.; Carter, Alice S.; Eisenhower, Abbey S.

    2016-01-01

    This study examined the effects of e-coaching on the implementation of a functional assessment-based intervention delivered by an early intervention provider in reducing challenging behaviors during home visits. A multiple baseline design across behavior support plan components was used with a provider-child dyad. The e-coaching intervention…

  17. Effects of In-Service Training on Early Intervention Practitioners' Use of Family-Systems Intervention Practices in the USA

    ERIC Educational Resources Information Center

    Dunst, Carl J.; Trivette, Carol M.; Deal, Angela G.

    2011-01-01

    The effectiveness of three types of in-service training designed to improve early intervention practitioners' abilities to use family-systems intervention practices was evaluated in the study of 473 participants. Participants attended either conference presentations or one of two types of workshops (half day/full day or multi-day), or received one…

  18. Interventions to Promote an Integrated Approach to Public Health Problems: An Application to Childhood Obesity

    PubMed Central

    Hendriks, Anna-Marie; Gubbels, Jessica S.; De Vries, Nanne K.; Seidell, Jaap C.; Kremers, Stef P. J.; Jansen, Maria W. J.

    2012-01-01

    Experts stress the need to bring the childhood obesity epidemic under control by means of an integrated approach. The implementation of such an approach requires the development of integrated enabling policies on public health by local governments. A prerequisite for developing such integrated public health policies is intersectoral collaboration. Since the development of integrated policies is still in its early stages, this study aimed to answer the following research question: “What interventions can promote intersectoral collaboration and the development of integrated health policies for the prevention of childhood obesity?” Data were collected through a literature search and observations of and interviews with stakeholders. Based on a theoretical framework, we categorized potential interventions that could optimize an integrated approach regarding children's physical activity and diet. The intervention categories included education, persuasion, incentivization, coercion, training, restriction, environmental restructuring, modeling, and enablement. PMID:22792120

  19. Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach

    ERIC Educational Resources Information Center

    Parette, Howard P.; Blum, Craig; Boeckmann, Nichole M.

    2009-01-01

    As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive technology-supported interventions make a difference in children's learning. One structured…

  20. Early intervention for psychotic disorders: Real-life implementation in Hong Kong.

    PubMed

    Wong, Gloria H Y; Hui, Christy L M; Tang, Jennifer Y M; Chang, Wing-Chung; Chan, Sherry K W; Xu, Jia-Qi; Lin, Jessie J X; Lai, Dik-Chee; Tam, Wendy; Kok, Joy; Chung, Dicky; Hung, S F; Chen, Eric Y H

    2012-03-01

    Hong Kong is among the first few cities in Asia to have implemented early intervention for psychosis in 2001. Substantial changes in psychosis service have since taken place. We reviewed available outcome data in Hong Kong, with reference to the philosophy of early intervention in psychosis, discussing experience and lessons learned from the implementation process, and future opportunities and challenges. Data accumulated in the past decade provided evidence for the benefits and significance of early intervention programmes: patients under the care of early intervention service showed improved functioning, milder symptoms, and fewer hospitalizations and suicides. Early intervention is more cost-effective compared with standard care. Stigma and misconception remains an issue, and public awareness campaigns are underway. In recent years, a critical mass is being formed, and Hong Kong has witnessed the unfolding of public service extension, new projects and organizations, and increasing interest from the community. Several major platforms are in place for coherent efforts, including the public Early Assessment Service for Young people with psychosis (EASY) programme, the Psychosis Studies and Intervention (PSI) research unit, the independent Hong Kong Early Psychosis Intervention Society (EPISO), the Jockey Club Early Psychosis (JCEP) project, and the postgraduate Psychological Medicine (Psychosis Studies) programme. The first decade of early intervention work has been promising; consolidation and further development is needed on many fronts of research, service and education. Copyright © 2012 Elsevier B.V. All rights reserved.

  1. Surgical interventions for the early management of Bell's palsy.

    PubMed

    McAllister, Kerrie; Walker, David; Donnan, Peter T; Swan, Iain

    2013-10-16

    Bell's palsy is an acute paralysis of one side of the face of unknown aetiology. Bell's palsy should only be used as a diagnosis in the absence of all other pathology. As the proposed pathophysiology is swelling and entrapment of the nerve, some surgeons suggest surgical decompression of the nerve as a possible management option. This is an update of a review first published in 2011. To assess the effects of surgery in the management of Bell's palsy. On 29 October 2012, we searched the Cochrane Neuromuscular Disease Group Specialized Register, CENTRAL (2012, Issue 10), MEDLINE (January 1966 to October 2012) and EMBASE (January 1980 to October 2012). We also handsearched selected conference abstracts for the original version of the review. We included all randomised or quasi-randomised controlled trials involving any surgical intervention for Bell's palsy. We compared surgical interventions to no treatment, sham treatment, other surgical treatments or medical treatment. Two review authors independently assessed whether trials identified from the searches were eligible for inclusion. Two review authors independently assessed the risk of bias and extracted data. Two trials with a total of 69 participants met the inclusion criteria. The first study considered the treatment of 403 people but only included 44 participants in the surgical trial, who were randomised into surgical and non-surgical groups. However, the report did not provide information on the method of randomisation. The second study randomly allocated 25 participants into surgical or control groups using statistical charts. There was no attempt in either study to conceal allocation. Neither participants nor outcome assessors were blind to the interventions, in either study. The first study lost seven participants to follow-up and there were no losses to follow-up in the second study.Surgeons in both studies decompressed the nerves of all the surgical group participants using a retroauricular approach. The

  2. Family-centered early intervention: an opportunity for creative practice in speech-language pathology.

    PubMed

    Gillette, Y

    1992-01-01

    Services for developmentally delayed children from birth to age three consider the family first. Eligibility for services is determined through a multidisciplinary assessment. Once a child qualifies for service, a multidisciplinary team that includes the family develops an IFSP. The SLP may serve as the service coordinator for the plan or as a team member. The plans must contain specific information that includes documentation of current status and major outcomes for the coming year. An SLP may find that contributing effectively to an IFSP requires new competencies. First, the SLP will need to learn to function in the family-centered, multidisciplinary process of early intervention. Second, the SLP may need to develop creative models to deliver effective service. SLPs can contribute valuable information to the IFSP by finding ways to activate daily life routines to promote a child's communication skills. SLPs can explore the child's life-space, including routines and partners, as a source of contexts for treatment. SLPs also can explore partner communication strategies, note their effects on the child's communication experiences, and recommend additional strategies for treatment. The case study illustrated an individual, home-based intervention program (Gillette, 1989; Lombardino and Magnan, 1983). Other service delivery models can include classroom-based approaches (Wilcox, Kouri, and Caswell, 1991); group parent training approaches (Weistuch, Lewis, and Sullivan, 1991; Cheseldine and McConkey, 1979); and video-assisted approaches (McConkey, 1988; Johnson and Harrison, 1990; Gillette, in press). Many SLPs may find that the process of early intervention with the birth-to-three population offers unique opportunities for practice in their profession. To function effectively in this process, the SLP needs communication-based information to promote the child's communication skills within his or her daily life and sensitivity with which to design a plan that considers

  3. Providing Effective Early Intervention Vocational Rehabilitation at the Community Level

    ERIC Educational Resources Information Center

    Allaire, Saralynn J.; Niu, Jingbo; Zhu, Yanyan; Brett, Belle

    2011-01-01

    The purpose of this study was to evaluate the translation of positive research findings about a job retention intervention for persons with chronic illnesses to rehabilitation practice. A program to provide the intervention was developed and marketed in the community. Fifty-seven consumers with chronic illnesses received the intervention provided…

  4. The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years.

    PubMed

    Salmon, Karen; O'Kearney, Richard; Reese, Elaine; Fortune, Clare-Ann

    2016-12-01

    In this narrative review, we suggest that children's language skill should be targeted in clinical interventions for children with emotional and behavioral difficulties in the preschool years. We propose that language skill predicts childhood emotional and behavioral problems and this relationship may be mediated by children's self-regulation and emotion understanding skills. In the first sections, we review recent high-quality longitudinal studies which together demonstrate that that children's early language skill predicts: (1) emotional and behavioral problems, and this relationship is stronger than the reverse pattern; (2) self-regulation skill; this pattern may be stronger than the reverse pattern but moderated by child age. Findings also suggest that self-regulation skill mediates the relation between early language skill and children's emotional and behavioral problems. There is insufficient evidence regarding the mediating role of emotion understanding. In subsequent sections, we review evidence demonstrating that: (1) particular kinds of developmentally targeted parent-child conversations play a vital role in the development of language skill, and (2) some current clinical interventions, directly or indirectly, have a beneficial impact on children's vocabulary and narrative skills, but most approaches are ad hoc. Targeting language via parent-child conversation has the potential to improve the outcomes of current clinical interventions in the preschool years.

  5. Learning intervention and the approach to study of engineering undergraduates

    NASA Astrophysics Data System (ADS)

    Solomonides, Ian Paul

    The aim of the research was to: investigate the effect of a learning intervention on the Approach to Study of first year engineering degree students. The learning intervention was a local programme of learning to learn' workshops designed and facilitated by the author. The primary aim of these was to develop students' Approaches to Study. Fifty-three first year engineering undergraduates at The Nottingham Trent University participated in the workshops. Approaches to Study were quantified using data obtained from the Revised Approach to Study Inventory (RASI) which was also subjected to a validity and reliability study using local data. Quantitative outcomes were supplemented using a qualitative analysis of essays written by students during the workshops. These were analysed for detail regarding student Approach to Study. It was intended that any findings would inform the local system of Engineering Education, although more general findings also emerged, in particular in relation to the utility of the research instrument. It was concluded that the intervention did not promote the preferential Deep Approach and did not affect Approaches to Study generally as measured by the RASI. This concurred with previous attempts to change student Approaches to Study at the group level. It was also established that subsequent years of the Integrated Engineering degree course are associated with progressively deteriorating Approaches to Study. Students who were exposed to the intervention followed a similar pattern of deteriorating Approaches suggesting that the local course context and its demands had a greater influence over the Approach of students than the intervention did. It was found that academic outcomes were unrelated to the extent to which students took a Deep Approach to the local assessment demands. There appeared therefore to be a mis-match between the Approach students adopted to pass examinations and those that are required for high quality learning outcomes. It is

  6. A Study of Family Centered Help Giving Practices in Early Intervention

    ERIC Educational Resources Information Center

    Coogle, Christan Grygas

    2012-01-01

    The purpose of this qualitative study is to investigate the early intervention experiences of mothers who have a young child at risk for an autism spectrum disorder (ASD). More specifically, the goal was to explore the family centered help giving practices mothers identify and how these practices affect their early intervention experiences. Five…

  7. Tier 1 and Tier 2 Early Intervention for Handwriting and Composing

    ERIC Educational Resources Information Center

    Berninger, Virginia W.; Rutberg, Judith E.; Abbott, Robert D.; Garcia, Noelia; Anderson-Youngstrom, Marci; Brooks, Allison; Fulton, Cynthia

    2006-01-01

    Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and…

  8. The Top 10 Mistakes in Early Intervention in Natural Environments--And the Solutions

    ERIC Educational Resources Information Center

    McWilliam, R. A.

    2011-01-01

    Early intervention for infants and toddlers with disabilities and their families has strayed from its conceptual roots and the intent of the original legislation. The author describes the top 10 mistakes commonly made in early intervention, including what happens at intake, assessment, plan development, and delivery of services. He proposes five…

  9. Influence of Clinical and Sociodemographic Characteristics on Early Intervention Enrollment after NICU Discharge

    ERIC Educational Resources Information Center

    Litt, Jonathan S.; Perrin, James M.

    2014-01-01

    This study aims to characterize participation of neonatal intensive care unit (NICU) graduates in early intervention (EI). We used data from the National Early Intervention Longitudinal Study. We fit models of days from referral to Individualized Family Service Plan creation (plan time), days from referral to initiation of services (service time),…

  10. School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions

    ERIC Educational Resources Information Center

    Vinen, Zoe; Clark, Megan; Paynter, Jessica; Dissanayake, Cheryl

    2018-01-01

    This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of…

  11. Implementing an Early Intervention Program for Residential Students Who Present with Suicide Risk: A Case Study

    ERIC Educational Resources Information Center

    Rivero, Estela M.; Cimini, M. Dolores; Bernier, Joseph E.; Stanley, Judith A.; Murray, Andrea D.; Anderson, Drew A.; Wright, Heidi R.

    2014-01-01

    Objective: This case study examined the effects of an early intervention program designed to respond to residential college students demonstrating risk for suicide. Participants: Participants were 108 undergraduates at a large northeastern public university referred to an early intervention program subsequent to presenting with risk factors for…

  12. SIFT-OUT: Training for Systems Change in Early Intervention. Final Report.

    ERIC Educational Resources Information Center

    Winton, Pamela J.; Catlett, Camille

    This report summarizes the activities of the SIFT-OUT program, a federally funded project designed to prepare teams of university faculty, family members, practitioners, and agency representatives from six states, to serve as leaders in providing early intervention training in their states. A total of 166 state-level early intervention leaders…

  13. Improving the Use of Data in Early Reading Intervention Programs in Northwest Florida

    ERIC Educational Resources Information Center

    Thompson, Carla J.

    2012-01-01

    Improving student performance for high-need student populations by improving the use of data in decision-making for early reading intervention programs in northwest Florida is the focus of this research to practice effort. The study is conceptually based on using a relational-feedback intervention (RFI) database model in early learning…

  14. Effective Partnering of State Agencies to Achieve Early Hearing Detection and Intervention Benchmarks

    ERIC Educational Resources Information Center

    Corwin, Joanne

    2011-01-01

    Relative to Early Hearing Detection and Intervention (EHDI), New Mexico struggles with multiple points of referral into early intervention in the same way most states do. Referrals are not systematized through a single point of entry. The Step*Hi (statewide Parent-Infant) Program of the New Mexico School for the Deaf (NMSD) receives referrals from…

  15. Perspectives of Occupational Therapists on the Challenges of Early Intervention Practice: A Pilot Study

    ERIC Educational Resources Information Center

    Bowyer, Patricia; Moore, Cary C.; Tiongco, Cynthia G.; Tkach, Melanie M.; Thom, Carly

    2017-01-01

    Occupational therapists in the field of early intervention (EI) are challenged with limited opportunities for communication and collaboration with colleagues and other EI team members. One hundred and two occupational therapists and occupational therapy assistants with early intervention experience completed a descriptive survey. Questions on the…

  16. Early Intervention: Parental Involvement, Child Agency and Participation in Creative Play

    ERIC Educational Resources Information Center

    Matthews, Alice; Rix, Jonathan

    2013-01-01

    Early intervention activities for very young disabled children are frequently linked to developmental targets and goals. A key challenge for parents and practitioners involved in early intervention programmes is to encourage their child to play and develop creatively through enjoyable, everyday childhood experiences. This paper reports on a…

  17. Developing a Home-Based Early Intervention Personnel Training Program in Southeast China

    ERIC Educational Resources Information Center

    Xie, Huichao; Chen, Ching-I; Chen, Chieh-Yu; Squires, Jane; Li, Wenge; Liu, Tian

    2017-01-01

    China is expected to have a rapid growth in specialized early intervention (EI) services for young children ages birth to 6 and their families. A major barrier in the provision of EI services in China is the shortage of well-trained EI personnel. In 2013, a Home-Based Early Intervention Program (HBEIP) was started at South China Normal University…

  18. The Role of Maternal Depression in Accessing Early Intervention Services for Children with Developmental Delay

    ERIC Educational Resources Information Center

    Colgan, Siobhan Eileen

    2012-01-01

    This study investigated the relationship between maternal depression and children's access to early intervention services among a sample of children with developmental delay at age two who were determined to be eligible for early intervention services, were full term and of normal birth weight, and were not previously identified with any special…

  19. Family-Centered Early Intervention Visual Impairment Services through Matrix Session Planning

    ERIC Educational Resources Information Center

    Ely, Mindy S.; Gullifor, Kateri; Hollinshead, Tara

    2017-01-01

    Early intervention visual impairment services are built on a model that values family. Matrix session planning pulls together parent priorities, family routines, and identified strategies in a way that helps families and early intervention professionals outline a plan that can both highlight long-term goals and focus on what can be done today.…

  20. Current Trends in Early Hearing Diagnosis and Intervention in North Carolina

    ERIC Educational Resources Information Center

    Pretto, Aneesha Patrice

    2010-01-01

    In North Carolina, the eligibility criteria for enrollment in Part C early intervention services do not exclude infants and toddlers based on the severity or laterality of hearing loss. As such, the state's early intervention population represents a widely diverse array of children ranging from those with minimal to profound hearing losses. While…

  1. Early Intervention Practices for Children with Hearing Loss: Impact of Professional Development

    ERIC Educational Resources Information Center

    Martin-Prudent, Angi; Lartz, Maribeth; Borders, Christina; Meehan, Tracy

    2016-01-01

    Early identification and appropriate intervention services for children who are deaf or hard of hearing significantly increase the likelihood of better language, speech, and social-emotional development. However, current research suggests that there is a critical shortage of professionals trained to provide early intervention services to deaf and…

  2. Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools

    ERIC Educational Resources Information Center

    MacDonald, Colleen; Figueredo, Lauren

    2010-01-01

    A history of poverty and low academic achievement in four urban schools pointed to the need to implement an early intervention focused on oral language and emergent literacy. The Kindergarten Early Literacy Tutoring (KELT) Program was designed to target senior (5 year old) kindergarten students most at-risk. The intervention consisted of an extra…

  3. A Novel Early Intervention for Preschool Depression: Findings from a Pilot Randomized Controlled Trial

    ERIC Educational Resources Information Center

    Luby, Joan; Lenze, Shannon; Tillman, Rebecca

    2012-01-01

    Background: Validation for depression in preschool children has been established; however, to date no empirical investigations of interventions for the early onset disorder have been conducted. Based on this and the modest efficacy of available treatments for childhood depression, the need for novel early interventions has been emphasized. Large…

  4. The Feasibility of Virtual Home Visits to Provide Early Intervention: A Pilot Study

    ERIC Educational Resources Information Center

    Kelso, Ginger L.; Fiechtl, Barbara J.; Olsen, Susan T.; Rule, Sarah

    2009-01-01

    Although videoconferencing has been used to deliver distance education, tutoring for children, and telemedicine observations, there is limited information on the efficacy of its use in delivering part C early intervention services. Four families receiving early intervention services in a rural program participated in a pilot study to test the…

  5. Brief Report: An Evaluation of an Australian Autism-Specific, Early Intervention Programme

    ERIC Educational Resources Information Center

    Paynter, Jessica M.; Riley, Emma P.; Beamish, Wendi; Scott, James G.; Heussler, Helen S.

    2015-01-01

    There is a relative paucity of evidence examining the effectiveness of early intervention for young children with Autism Spectrum Disorder, in particular those delivered through educationally-based programmes. This study aimed to evaluate the real world effectiveness of a community-based autism-specific early learning and intervention programme in…

  6. Early Child Disaster Mental Health Interventions: A Review of the Empirical Evidence

    ERIC Educational Resources Information Center

    Pfefferbaum, Betty; Nitiéma, Pascal; Tucker, Phebe; Newman, Elana

    2017-01-01

    Background: The need to establish an evidence base for early child disaster interventions has been long recognized. Objective: This paper presents a descriptive analysis of the empirical research on early disaster mental health interventions delivered to children within the first 3 months post event. Methods: Characteristics and findings of the…

  7. 12 CFR Appendix Ms - 4-Model Clauses for the Written Early Intervention Notice

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 12 Banks and Banking 8 2014-01-01 2014-01-01 false 4-Model Clauses for the Written Early Intervention Notice MS Appendix MS Banks and Banking BUREAU OF CONSUMER FINANCIAL PROTECTION REAL ESTATE...-4 Appendix MS-4—Model Clauses for the Written Early Intervention Notice MS-4(A)—Statement...

  8. Comparing Brief Experimental Analysis and Teacher Judgment for Selecting Early Reading Interventions

    ERIC Educational Resources Information Center

    Wagner, Dana L.; Coolong-Chaffin, Melissa; Deris, Aaron R.

    2017-01-01

    The purpose of this study was to examine the use of brief experimental analysis (BEA) to identify early reading interventions for students in the primary grades and to compare teachers' judgments about their students' early reading intervention needs to BEA results. In addition, the research was conducted to explore how teachers make decisions…

  9. 75 FR 3746 - Ryan White HIV/AIDS Part C Early Intervention Services (EIS) Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-01-22

    ... HIV/AIDS Part C Early Intervention Services (EIS) Program AGENCY: Health Resources and Services... Department, Orlando, Florida, that will ensure continuity of Part C, Early Intervention Services (EIS), HIV...: Critical funding for HIV/AIDS care and treatment to the target populations in Orange County, Orlando...

  10. Young Children with Disabilities in Israel: System of Early Intervention Service Delivery

    ERIC Educational Resources Information Center

    Shulman, Cory; Meadan, Hedda; Sandhaus, Yoram

    2012-01-01

    This article aims to analyze early intervention programs in Israel according to the Developmental Systems Model (Guralnick, 2001), in an attempt to identify strengths and areas for further development for service delivery for young children with disabilities in Israel. Early intervention in Israel is part of a comprehensive healthcare model…

  11. Fighting Fires in Early Intervention Supervision: Trading the Axe for Mr. Rogers's Slippers

    ERIC Educational Resources Information Center

    Alexander, Laura; Gallen, Robert T.; Salazar, Ruby; Shahmoon-Shanok, Rebecca

    2012-01-01

    When Pennsylvania's Early Intervention system implemented an early intervention-reflective supervision project, modest expectations for change were anticipated, given the limited amount of time and funding for the project. In this article, one participant tells the story of her professional development, which enabled her to augment her skills as…

  12. Modeling the Effects of Early Childhood Intervention Variables on Parent and Family Well-Being

    ERIC Educational Resources Information Center

    Dunst, Carl J.; Hamby, Deborah W.; Brookfield, Jeffri

    2007-01-01

    Structural equation modeling was used to evaluate the effects of family, child, and both early childhood intervention process and structural variables on parent and family well-being in a sample of 250 parents involved in birth to age three early childhood intervention programs. Family SES and income had direct positive effects, family-centered…

  13. Entitled to What? Public Policy and the Responsibilities of Early Intervention.

    ERIC Educational Resources Information Center

    Brown, Wesley; Conroy, Maureen

    1999-01-01

    Examines early-intervention entitlements currently extended by all states. Perspectives from the legislative process, federal and state implementation, judicial interpretation, and professional views are included. Distinctions among the key provisions for differing early intervention service systems are presented, legal cases are reviewed, and…

  14. Treatment strategies in the acute therapy of migraine: stratified care and early intervention.

    PubMed

    D'Amico, D; Moschiano, F; Usai, S; Bussone, G

    2006-05-01

    Various treatment strategies have been proposed to help clinicians provide the most effective acute treatment for migraine patients. Stratified care is based on the concept that the most appropriate initial treatment can be prescribed after evaluation of each patient's headache characteristics. The results of a large multicentre trial showed that when patients were stratified according to disability grade, clinical outcomes were significantly better than with step-care approaches. Prospective studies have shown that treating migraines with triptans when pain is mild (early intervention) considerably increases success rates for endpoints (pain-free at 2 h, sustained pain-free state) for which triptans had relatively poor efficacy in pivotal trials, and which contribute most to patient satisfaction. Stratified care and early treatment are also cost-effective. However these strategies are not suitable for all patients. Stratified care may be rendered difficult by medication contraindications and changes in attack characteristics over time. Early triptan intervention carries a risk of medication overuse and might not be indicated in patients with lack of pain progression. Successful implementation of both strategies requires that physicians are well informed, and that they elicit an exhaustive headache history from each patient.

  15. Short Hospitalization after Early Intervention in Managing Grade III Pancreatic Injuries in Children: A Possible New Trend

    PubMed Central

    Al-Jazaeri, Ayman H.

    2011-01-01

    The presence of ductal disruption in pancreatic trauma is a major indicator of severity leading to higher morbidities and prolonged hospital stay. However, the adoption of early interventional approach in selected cases of documented grade III pancreatic trauma could result in shorter hospitalization and early recovery. We are describing our approach of early presentation-tailored interventions in managing two consecutive children diagnosed with grade III pancreatic injuries, which constitute the two main ends of the presentations’ spectrum. For the early presenter a spleen preserving distal pancreatectomy was performed, while for the late presenter with large symptomatic pseudocyst endoscopic drainage was attempted. Both early and late presenting children had quick and uneventful recoveries leading to 5 and 6 days of hospitalization, respectively. Both cases continued to be asymptomatic at 4 and 12 months post procedure. In the pseudocyst case, the gastro-cystostomy stents were removed after 10 weeks, and 2.5 months later a completely healed pancreas was demonstrated by magnetic resonance cholangio-pancreatography. Unlike other abdominal solid organ injuries in children, adopting early presentation-tailored intervention can be associated with quicker recovery and short hospitalization for grade III pancreatic injuries. While the series is still small, achieving such remarkable outcomes in two consecutive cases is possible and could set a new trend in managing these injuries in children. PMID:21912067

  16. Mode of entry to an early intervention service for psychotic disorders: determinants and impact on outcome.

    PubMed

    Pira, Shamira; Durr, Georges; Pawliuk, Nicole; Joober, Ridha; Malla, Ashok

    2013-11-01

    Specialized early intervention services for first-episode psychosis should treat a proportion of patients without using inpatient beds. This study compared such service users by their initial mode of treatment before entry-inpatient (N=157) or outpatient (N=102). On entry to a Montreal early intervention service, the groups were compared on baseline clinical and functional variables and on hospitalizations during two years of treatment. Initial presentation at an emergency service, shorter duration of untreated psychosis, lower functioning level, and aggressive and bizarre behavior were associated with the inpatient entry mode to early intervention services. During follow-up, individuals entering as inpatients spent more days hospitalized than those entering as outpatients, and their time to rehospitalization was shorter. Results suggest that entry into early intervention services via the hospital emergency department and presentation with behavioral and functional disturbances were more predictive than core psychotic symptoms of hospital inpatient status on referral to an early intervention service.

  17. Early Intervention: A Multicultural Perspective on d/Deaf and Hard of Hearing Multilingual Learners.

    PubMed

    Sandy, K Bowen

    2016-01-01

    Today's pluralistic society is characterized by families from many linguistic and cultural backgrounds, including families with infants and toddlers who are deaf or hard of hearing (d/Dhh). Taking a multicultural perspective, the author examines family-centered early intervention (FCEI) and the transition to school services for children who are d/Dhh. Working with d/Dhh Multilingual Learners (DMLs) and their families presents a unique challenge to early intervention professionals: ensuring that families have adequate information and resources to make informed choices, particularly regarding communication. The author presents information and research related to (a) family and professional partnerships, (b) cultural contexts for early intervention, (c) family communication decisions and linguistic diversity, (d) emerging research on DMLs, (e) considerations for early intervention providers and interpreters who work with culturally and linguistically diverse d/Dhh infants and toddlers, and (f) cultural reflections on ensuring smooth transitions from early intervention into preschool programs.

  18. Predictors of Responsiveness to Early Literacy Intervention: A 10-Year Update

    ERIC Educational Resources Information Center

    Lam, Elizabeth A.; McMaster, Kristen L.

    2014-01-01

    The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…

  19. Benefits of Early Childhood Interventions across the World: (Under) Investing in the Very Young

    ERIC Educational Resources Information Center

    Nores, Milagros; Barnett, W. Steven

    2010-01-01

    This paper reviews the international (non-U.S.) evidence on the benefits of early childhood interventions. A total of 38 contrasts of 30 interventions in 23 countries were analyzed. It focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional,…

  20. Promoting Early Intervention Referral through a Randomized Controlled Home-Visiting Program

    ERIC Educational Resources Information Center

    Schwarz, Donald F.; O'Sullivan, Ann L.; Guinn, Judith; Mautone, Jennifer A.; Carlson, Elyse C.; Zhao, Huaqing; Zhang, Xuemei; Esposito, Tara L.; Askew, Megan; Radcliffe, Jerilynn

    2012-01-01

    The MOM Program is a randomized, controlled trial of an intervention to promote mothers' care for the health and development of their children, including accessing early intervention (EI) services. Study aims were to determine whether, relative to controls, this intervention increased receipt of and referral to EI services. Mothers (N = 302)…

  1. Moderation and Mediation in Structural Equation Modeling: Applications for Early Intervention Research

    ERIC Educational Resources Information Center

    Hopwood, Christopher J.

    2007-01-01

    Second-generation early intervention research typically involves the specification of multivariate relations between interventions, outcomes, and other variables. Moderation and mediation involve variables or sets of variables that influence relations between interventions and outcomes. Following the framework of Baron and Kenny's (1986) seminal…

  2. Utilisation of Evidence-Based Practices by ASD Early Intervention Service Providers

    ERIC Educational Resources Information Center

    Paynter, Jessica M.; Ferguson, Sarah; Fordyce, Kathryn; Joosten, Annette; Paku, Sofia; Stephens, Miranda; Trembath, David; Keen, Deb

    2017-01-01

    A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and…

  3. Teachers' Perceptions of Georgia's Early Reading Intervention Program: A Qualitative Study

    ERIC Educational Resources Information Center

    Hobby, Patti Tennant

    2012-01-01

    This qualitative study used an ethnographic method to investigate teachers' perceptions of reading interventions delivered in a state-funded early intervention program (EIP). Academically at-risk students struggle to meet grade-level standards year after year, even with interventions involving small group, targeted assistance. Teacher perceptions…

  4. Measuring Satisfaction with Family-Professional Partnership in Early Intervention and Early Childhood Special Education Programs in Qatar

    ERIC Educational Resources Information Center

    Al-Hadad, Nawal Khalil

    2010-01-01

    Family-professional partnership has been considered a recommended practice in Early Intervention/Early Childhood Special Education (EI/ECSE) programs for young children with disabilities and their families for the past two decades. The importance of establishing successful partnerships between families and professionals in educational planning has…

  5. Brief oral health promotion intervention among parents of young children to reduce early childhood dental decay

    PubMed Central

    2013-01-01

    Background Severe untreated dental decay affects a child’s growth, body weight, quality of life as well as cognitive development, and the effects extend beyond the child to the family, the community and the health care system. Early health behavioural factors, including dietary practices and eating patterns, can play a major role in the initiation and development of oral diseases, particularly dental caries. The parent/caregiver, usually the mother, has a critical role in the adoption of protective health care behaviours and parental feeding practices strongly influence children’s eating behaviours. This study will test if an early oral health promotion intervention through the use of brief motivational interviewing (MI) and anticipatory guidance (AG) approaches can reduce the incidence of early childhood dental decay and obesity. Methods The study will be a randomised controlled study with parents and their new-born child/ren who are seen at 6–12 weeks of age by a child/community health nurse. Consenting parents will complete a questionnaire on oral health knowledge, behaviours, self-efficacy, oral health fatalism, parenting stress, prenatal and peri-natal health and socio-demographic factors at study commencement and at 12 and 36 months. Each child–parent pair will be allocated to an intervention or a standard care group, using a computer-generated random blocks. The standard group will be managed through the standard early oral health screening program; “lift the lip”. The intervention group will be provided with tailored oral health counselling by oral health consultants trained in MI and AG. Participating children will be examined at 24, and 36 months for the occurrence of dental decay and have their height and weight recorded. Dietary information obtained from a food frequency chart will be used to determine food and dietary patterns. Data analysis will use intention to treat and per protocol analysis and will use tests of independent

  6. Brief oral health promotion intervention among parents of young children to reduce early childhood dental decay.

    PubMed

    Arrow, Peter; Raheb, Joseph; Miller, Margaret

    2013-03-20

    Severe untreated dental decay affects a child's growth, body weight, quality of life as well as cognitive development, and the effects extend beyond the child to the family, the community and the health care system. Early health behavioural factors, including dietary practices and eating patterns, can play a major role in the initiation and development of oral diseases, particularly dental caries. The parent/caregiver, usually the mother, has a critical role in the adoption of protective health care behaviours and parental feeding practices strongly influence children's eating behaviours. This study will test if an early oral health promotion intervention through the use of brief motivational interviewing (MI) and anticipatory guidance (AG) approaches can reduce the incidence of early childhood dental decay and obesity. The study will be a randomised controlled study with parents and their new-born child/ren who are seen at 6-12 weeks of age by a child/community health nurse. Consenting parents will complete a questionnaire on oral health knowledge, behaviours, self-efficacy, oral health fatalism, parenting stress, prenatal and peri-natal health and socio-demographic factors at study commencement and at 12 and 36 months. Each child-parent pair will be allocated to an intervention or a standard care group, using a computer-generated random blocks. The standard group will be managed through the standard early oral health screening program; "lift the lip". The intervention group will be provided with tailored oral health counselling by oral health consultants trained in MI and AG.Participating children will be examined at 24, and 36 months for the occurrence of dental decay and have their height and weight recorded. Dietary information obtained from a food frequency chart will be used to determine food and dietary patterns. Data analysis will use intention to treat and per protocol analysis and will use tests of independent proportions and means. Multivariate

  7. Preterm birth-associated cost of early intervention services: an analysis by gestational age.

    PubMed

    Clements, Karen M; Barfield, Wanda D; Ayadi, M Femi; Wilber, Nancy

    2007-04-01

    Characterizing the cost of preterm birth is important in assessing the impact of increasing prematurity rates and evaluating the cost-effectiveness of therapies to prevent preterm delivery. To assess early intervention costs that are associated with preterm births, we estimated the program cost of early intervention services for children who were born in Massachusetts, by gestational age at birth. Using the Pregnancy to Early Life Longitudinal Data Set, birth certificates for infants who were born in Massachusetts between July 1999 and June 2000 were linked to early intervention claims through 2003. We determined total program costs, in 2003 dollars, of early intervention and mean cost per surviving infant by gestational age. Costs by plurality, eligibility criteria, provider discipline, and annual costs for children's first 3 years also were examined. Overall, 14,033 of 76,901 surviving infants received early intervention services. Program costs totaled almost $66 million, with mean cost per surviving infant of $857. Mean cost per infant was highest for children who were 24 to 31 weeks' gestational age ($5393) and higher for infants who were 32 to 36 weeks' gestational age ($1578) compared with those who were born at term ($725). Cost per surviving infant generally decreased with increasing gestational age. Among children in early intervention, mean cost per child was higher for preterm infants than for term infants. At each gestational age, mean cost per surviving infant was higher for multiples than for singletons, and annual early intervention costs were higher for toddlers than for infants. Compared with their term counterparts, preterm infants incurred higher early intervention costs. This information along with data on birth trends will inform budget forecasting for early intervention programs. Costs that are associated with early childhood developmental services must be included when considering the long-term costs of prematurity.

  8. Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do?

    PubMed

    Vivanti, Giacomo; Kasari, Connie; Green, Jonathan; Mandell, David; Maye, Melissa; Hudry, Kristelle

    2018-01-01

    Despite recent advances, the evidence base supporting early intervention for young children with autism spectrum disorder (ASD) remains relatively sparse. The International Society for Autism Research (INSAR) recently sponsored a Special Interest Group (SIG) on Implementing and Evaluating Community-Based Early Intervention. Across three meetings, in 2015, 2016, and 2017, conveners of this SIG engaged >200 members to identify knowledge gaps and research priorities for moving the field forward. Here, we summarize the perspectives that emerged from group discussion at the SIG meetings as represented by scholars working actively in the field. Despite encouraging progress, critical gaps and research priorities were identified across all the stages of intervention development and testing from conceptualization to community implementation. Key issues include the need for (a) formal theories to guide early intervention development, evaluation, and implementation; and alignment of intervention goals with scientific knowledge and societal changes that have occurred in the decades since interventions were originally developed; (b) increased focus on feasibility of treatment procedures and alignment with stakeholder values during pilot evaluations; (c) use of research designs that allow for comparisons of different interventions and formats, analyses of active ingredients of treatment, and identification of moderators and mediators of outcome; (d) use of community-partnered participatory research to guide adaptation of intervention models to community settings; (e) inclusion of constructs related to implementation processes and outcomes in treatment trials and; (f) an iterative approach to the progression of knowledge from intervention development to implementation. Autism Res 2018, 11: 16-23. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. In this article, we summarize the themes discussed at the INSAR Special Interest Group (SIG) on Implementing

  9. Non-pharmacological Interventions for Adults with Mild Cognitive Impairment and Early Stage Dementia: An Updated Scoping Review

    PubMed Central

    Rodakowski, Juleen; Saghafi, Ester; Butters, Meryl A.; Skidmore, Elizabeth R.

    2015-01-01

    The purpose of this scoping review was to examine the science related to non-pharmacological interventions designed to slow decline for older adults with Mild Cognitive Impairment or early-stage dementia. We reviewed 32 unique randomized controlled trials that employed cognitive training (remediation or compensation approaches), physical exercise, or psychotherapeutic interventions that were published before November 2014. Evidence suggests that cognitive training focused on remediation and physical exercise interventions may promote small improvements in selected cognitive abilities. Cognitive training focused on compensation interventions and selected psychotherapeutic interventions may influence how cognitive changes impact daily living. However, confidence in these findings is limited due methodological limitations. To better assess the value of non-pharmacological interventions for this population, we recommend: 1) adoption of universal criteria for “early stage cognitive decline” among studies, 2) adherence to guidelines for the conceptualization, operationalization, and implementation of complex interventions, 3) consistent characterization of the impact of interventions on daily life, and 3) long-term follow-up of clinical outcomes to assess maintenance and meaningfulness of reported effects over time. PMID:26070444

  10. Bullying: An Ecological Approach to Intervention in Schools

    ERIC Educational Resources Information Center

    Hornby, Garry

    2016-01-01

    Bullying is a major concern in education worldwide, particularly in countries such as New Zealand that are reported to have high rates of bullying in schools. In this article it is proposed that, in order to effectively prevent or substantially reduce bullying in schools, a systemic approach needs to be adopted, with interventions organized at…

  11. Preventing Drug Abuse Among Hispanic Adolescents: Developing a Responsive Intervention Approach

    PubMed Central

    Schinke, Steven P.; Schwinn, Traci M.; Hursh, Hilary A.

    2014-01-01

    Intervention research is essential to help Hispanic American adolescents avoid drug use. This article describes an intervention research program aimed at preventing drug use among these youths. Grounded in salient epidemiological data, the program is informed by bicultural competence, social learning, and motivational interviewing theories. The program, called Vamos, is aimed at the risk and protective factors as well as the cultural prerogatives that demark the adolescent years of Hispanic American youths. Innovative in its approach, the program is delivered through a smartphone application (app). By interacting with engaging content presented via the app, youths can acquire the cognitive–behavioral skills necessary to avoid risky situations, urges, and pressures associated with early drug use. The intervention development process is presented in detail, and an evaluation plan to determine the program's efficacy is outlined. Lessons for practice and intervention programming are discussed. PMID:26500421

  12. Preventing Drug Abuse Among Hispanic Adolescents: Developing a Responsive Intervention Approach.

    PubMed

    Schinke, Steven P; Schwinn, Traci M; Hursh, Hilary A

    2015-10-01

    Intervention research is essential to help Hispanic American adolescents avoid drug use. This article describes an intervention research program aimed at preventing drug use among these youths. Grounded in salient epidemiological data, the program is informed by bicultural competence, social learning, and motivational interviewing theories. The program, called Vamos, is aimed at the risk and protective factors as well as the cultural prerogatives that demark the adolescent years of Hispanic American youths. Innovative in its approach, the program is delivered through a smartphone application (app). By interacting with engaging content presented via the app, youths can acquire the cognitive-behavioral skills necessary to avoid risky situations, urges, and pressures associated with early drug use. The intervention development process is presented in detail, and an evaluation plan to determine the program's efficacy is outlined. Lessons for practice and intervention programming are discussed.

  13. The Neurobiological Impact of Postpartum Maternal Depression: Prevention and Intervention Approaches.

    PubMed

    Drury, Stacy S; Scaramella, Laura; Zeanah, Charles H

    2016-04-01

    The lasting negative impact of postpartum depression (PPD) on offspring is well established. PPD seems to have an impact on neurobiological pathways linked to socioemotional regulation, cognitive and executive function, and physiologic stress response systems. This review focus on examining the current state of research defining the effect of universal, selected, and indicated interventions for PPD on infant neurodevelopment. Given the established lasting, and potentially intergenerational, negative implications of maternal depression, enhanced efforts targeting increased identification and early intervention approaches for PPD that have an impact on health outcomes in both infants and mothers represent a critical public health concern. Copyright © 2016 Elsevier Inc. All rights reserved.

  14. A WIC-Based Intervention to Prevent Early Childhood Overweight

    ERIC Educational Resources Information Center

    Whaley, Shannon E.; McGregor, Samar; Jiang, Lu; Gomez, Judy; Harrison, Gail; Jenks, Eloise

    2010-01-01

    Objective: To evaluate the impact of a Special Supplemental Nutrition Program for Women, Infants, and Children (WIC)-based intervention on the food and beverage intake, physical activity, and television watching of children ages 1-5. Design: Longitudinal surveys of intervention and control participants at baseline, 6 months, and 12 months.…

  15. Change in Autism Classification with Early Intervention: Predictors and Outcomes

    ERIC Educational Resources Information Center

    Ben Itzchak, Esther; Zachor, Ditza A.

    2009-01-01

    The current study characterized stability and changes of autism diagnostic classification with intervention in very young children and examined pre-treatment predictors and post-intervention outcome. Sixty-eight children diagnosed with autism, aged 18-35 months (M = 25.4, SD = 4.0) participated in the study. Children underwent comprehensive…

  16. Early diagnosis and Early Start Denver Model intervention in autism spectrum disorders delivered in an Italian Public Health System service.

    PubMed

    Devescovi, Raffaella; Monasta, Lorenzo; Mancini, Alice; Bin, Maura; Vellante, Valerio; Carrozzi, Marco; Colombi, Costanza

    2016-01-01

    Early diagnosis combined with an early intervention program, such as the Early Start Denver Model (ESDM), can positively influence the early natural history of autism spectrum disorders. This study evaluated the effectiveness of an early ESDM-inspired intervention, in a small group of toddlers, delivered at low intensity by the Italian Public Health System. Twenty-one toddlers at risk for autism spectrum disorders, aged 20-36 months, received 3 hours/wk of one-to-one ESDM-inspired intervention by trained therapists, combined with parents' and teachers' active engagement in ecological implementation of treatment. The mean duration of treatment was 15 months. Cognitive and communication skills, as well as severity of autism symptoms, were assessed by using standardized measures at pre-intervention (Time 0 [T0]; mean age =27 months) and post-intervention (Time 1 [T1]; mean age =42 months). Children made statistically significant improvements in the language and cognitive domains, as demonstrated by a series of nonparametric Wilcoxon tests for paired data. Regarding severity of autism symptoms, younger age at diagnosis was positively associated with greater improvement at post-assessment. Our results are consistent with the literature that underlines the importance of early diagnosis and early intervention, since prompt diagnosis can reduce the severity of autism symptoms and improve cognitive and language skills in younger children. Particularly in toddlers, it seems that an intervention model based on the ESDM principles, involving the active engagement of parents and nursery school teachers, may be effective even when the individual treatment is delivered at low intensity. Furthermore, our study supports the adaptation and the positive impact of the ESDM entirely sustained by the Italian Public Health System.

  17. [Individual, community, regulatory, and systemic approaches to tobacco control interventions].

    PubMed

    Gorini, Giuseppe

    2011-01-01

    During the 60s and the 70s strategies for decreasing initiation or quitting have been developed, in order to find those with high success rates. Unfortunately, interventions with an individual approach involved few smokers, so their impact in decreasing smoking prevalence was limited. The socio-ecological model offers a theoretical framework to community interventions for smoking cessation developed during the 80s, in which smoking was considered not only an individual, but also a social problem. In the 80s and the 90s smoking cessation community trials were developed, such as the Community Intervention Trial for Smoking Cessation (COMMIT). Afterwards, policy interventions (price policy; smoking bans in public places; advertising bans; bans of sales to minors) were developed, such as the American Stop Smoking Intervention Study for Cancer Prevention (ASSIST). California has been the first State all over the world to develop a comprehensive Tobacco Control Program in 1988, becoming the place for an ever-conducted natural experiment. All policy interventions in tobacco control have been finally grouped together in the World Health Organization - Framework Convention on Tobacco Control (WHO-FCTC), the first Public Health Treaty. Study designs have changed, according to the individual, community, or regulatory approaches: the classical randomized controlled trials (RCTs), in which the sampling unit is the individual, have been carried out for the evaluation of smoking cessation treatments, whereas cluster RCTs, in which the sampling unit is the community, have been conducted for evaluating community interventions, such as COMMIT. Finally, quasi-experimental studies (before/after study; prospective cohorts, both with a control group), in which the observational unit is a State, have been used for evaluating tobacco control policies, such as ASSIST and the International Tobacco Control Policy Evaluation Project. Although the successes of the last 20 years, tobacco

  18. Feasibility of an Online Professional Development Program for Early Intervention Practitioners

    ERIC Educational Resources Information Center

    Kyzar, Kathleen B.; Chiu, Caya; Kemp, Peggy; Aldersey, Heather Michelle; Turnbull, Ann P.; Lindeman, David P.

    2014-01-01

    This article reports findings from 2 studies situated within a larger scope of design research on a professional development program, "Early Years," for Part C early intervention practitioners, working with families in home and community settings. Early Years includes online modules and onsite mentor coaching, and its development has…

  19. Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities

    ERIC Educational Resources Information Center

    Steele, Marcee M.

    2004-01-01

    The early identification of children with learning disabilities (LD) is difficult but can be accomplished. Observation of key behaviors which are indicators of LD by preschool and kindergarten teachers can assist in this process. This early identification facilitates the use of intervention strategies to provide a positive early experience for…

  20. A control systems engineering approach for adaptive behavioral interventions: illustration with a fibromyalgia intervention.

    PubMed

    Deshpande, Sunil; Rivera, Daniel E; Younger, Jarred W; Nandola, Naresh N

    2014-09-01

    The term adaptive intervention has been used in behavioral medicine to describe operationalized and individually tailored strategies for prevention and treatment of chronic, relapsing disorders. Control systems engineering offers an attractive means for designing and implementing adaptive behavioral interventions that feature intensive measurement and frequent decision-making over time. This is illustrated in this paper for the case of a low-dose naltrexone treatment intervention for fibromyalgia. System identification methods from engineering are used to estimate dynamical models from daily diary reports completed by participants. These dynamical models then form part of a model predictive control algorithm which systematically decides on treatment dosages based on measurements obtained under real-life conditions involving noise, disturbances, and uncertainty. The effectiveness and implications of this approach for behavioral interventions (in general) and pain treatment (in particular) are demonstrated using informative simulations.

  1. Thresholds for the cost-effectiveness of interventions: alternative approaches.

    PubMed

    Marseille, Elliot; Larson, Bruce; Kazi, Dhruv S; Kahn, James G; Rosen, Sydney

    2015-02-01

    Many countries use the cost-effectiveness thresholds recommended by the World Health Organization's Choosing Interventions that are Cost-Effective project (WHO-CHOICE) when evaluating health interventions. This project sets the threshold for cost-effectiveness as the cost of the intervention per disability-adjusted life-year (DALY) averted less than three times the country's annual gross domestic product (GDP) per capita. Highly cost-effective interventions are defined as meeting a threshold per DALY averted of once the annual GDP per capita. We argue that reliance on these thresholds reduces the value of cost-effectiveness analyses and makes such analyses too blunt to be useful for most decision-making in the field of public health. Use of these thresholds has little theoretical justification, skirts the difficult but necessary ranking of the relative values of locally-applicable interventions and omits any consideration of what is truly affordable. The WHO-CHOICE thresholds set such a low bar for cost-effectiveness that very few interventions with evidence of efficacy can be ruled out. The thresholds have little value in assessing the trade-offs that decision-makers must confront. We present alternative approaches for applying cost-effectiveness criteria to choices in the allocation of health-care resources.

  2. Effect of Antimicrobial Intervention on Oral Microbiota Associated with Early Childhood Caries

    PubMed Central

    Li, Yihong; Tanner, Anne

    2015-01-01

    Purpose The aim of this systematic literature review was to identify research-based evidence for an effect of antimicrobial therapeutic approaches on the cariogenic microbiota and early childhood caries (ECC) outcomes. Additionally, we reviewed methods used to perform microbial assessments in clinical studies of ECC. Methods Multiple database searches were conducted; only clinical cohort studies and randomized controlled trials published from 1998 to 2014 were selected for the review. A total of 471 titles and abstracts were identified; 114 studies met the inclusion criteria for a full review, and finally 41 studies were selected for the meta-analyses. Results Moderate reductions in cariogenic bacterial levels, mainly in mutans streptococci (MS), were demonstrated following the use of antimicrobial agents. The results varied depending on the different approaches used. In most of the reviewed studies MS levels were reduced after treatment, but the bacterial regrowth occurred once the treatment had ceased, and new caries lesions developed, particularly in high-risk children. Relatively consistent findings suggested that anti-cariogenic-microbial interventions in mothers significantly reduced MS acquisition by children. However, studies of the long-term benefits of ECC prevention are lacking. Conclusion Based on the meta-analyses, antimicrobial interventions and treatments show temporary reductions in MS colonization levels. However, insufficient evidence suggest that the approaches used produced sustainable effects on cariogenic microbial colonization, caries reduction, and ECC prevention. PMID:26063552

  3. Understanding the HighScope Approach: Early Years Education in Practice. Understanding the... Approach

    ERIC Educational Resources Information Center

    Wiltshire, Monica

    2011-01-01

    "Understanding the HighScope Approach" is a much needed source of information for those wishing to extend and consolidate their understanding of the HighScope Approach. It will enable the reader to analyse the essential elements of the HighScope Approach to early childhood and its relationship to quality early years practice. Exploring…

  4. Understanding the Steiner Waldorf Approach: Early Years Education in Practice. Understanding the... Approach

    ERIC Educational Resources Information Center

    Nicol, Janni; Taplin, Jill

    2012-01-01

    Understanding the Steiner Waldorf Approach is a much needed source of information for those wishing to extend and consolidate their understanding of the Steiner Waldorf High Scope Approach. It will enable the reader to analyse the essential elements of the Steiner Waldorf Approach to early childhood and its relationship to quality early years…

  5. Astronomy in Early Childhood Education: A Concept-Based Approach

    ERIC Educational Resources Information Center

    Ampartzaki, Maria; Kalogiannakis, Michail

    2016-01-01

    In an attempt to understand the natural world's phenomena, young children form their perceptions of different aspects of the macrocosm, which they contrast with new scientific concepts. This process calls for an early intervention that will provide the stimuli and the tools for the development of new concepts, ideas, and cognitive structures. The…

  6. The Case against Intelligence Testing in Early Intervention.

    ERIC Educational Resources Information Center

    Neisworth, John T.; Bagnato, Stephen J.

    1992-01-01

    Major presumptions that underlie the use of early intelligence tests are presented and disputed, centering on the construct of early intelligence, reliability, prediction, standardized administration, professional acceptability, utility for decision making, and congruence with Public Law 99-457. Professional solidarity is urged in opposing the…

  7. Moving beyond policy rhetoric: building a moral community for early psychosis intervention.

    PubMed

    Wilson, J Hamilton

    2009-09-01

    Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. Margaret Mead It has been my privilege to work in partnership with hundreds of patients experiencing emergent psychosis, in Hamilton, Ontario during the course of my lengthy nursing career. Indeed, the knowledge I have gleaned from both the courageous individuals who have experienced serious mental illness and their resilient families has been monumental. When I first began my career, I was utterly naïve and most certainly held the misguided assumption that to be a mental health nurse required an adherence to a strict set of nursing principles and that the nurse-patient relationship was approached from an objective and 'safe' distance. Reflecting on this now, many years later I understand that the therapeutic relationship between nurses and those they serve is foundational to the delivery of safe and ethical mental health care. Although increasingly clinical practice guidelines and evidence-based interventions serve to inform nursing practice, in my mind it is the embodied experience of relationship that is the real instrument of healing and transformation. Recognizing that early intervention provides an unprecedented opportunity to begin anew with young patients who have no prior experiences with the mental health care system, the purpose of this paper is to serve as a vehicle for discussion and potentially inspire a group of thoughtful, committed nurses to change the world of mental health services by creating a respectful moral community. I propose that relational ethics form the values and ideals of a fully humane early psychosis intervention community in Ontario. Using the foundational tenets of the nurse-patient relationship illustrated through the use of a clinical narrative, I will suggest ways that nurses can proactively take up the early intervention challenge and contribute to an overall culture of optimism and hope

  8. Democratic and Participatory Approaches: Exemplars from Early Childhood Education

    ERIC Educational Resources Information Center

    Luff, Paulette; Webster, Rebecca

    2014-01-01

    The argument presented in this paper is that understanding and appreciating participatory approaches in early childhood education may serve as a basis for further development of such practices within the early years sector, and also provide examples and challenges for the leadership and management of schools and other educational institutions.…

  9. Improving the health of U.S. children: the need for early interventions in tobacco use.

    PubMed

    Glynn, T J

    1993-07-01

    Despite considerable progress, tobacco use continues to be a major public health problem in the United States, killing more U.S. citizens each year than alcohol, cocaine, crack, heroin, homicide, suicide, car accidents, fires, and AIDS combined. There is cause for particular concern about smoking and other tobacco use by children. Although adolescent smoking declined in the late 1970s and early 1980s, the combination of a now-flat daily smoking prevalence rate among high school seniors, high smoking rates among high school dropouts, and increased use of smokeless tobacco argues for renewed efforts in tobacco use prevention. The greater risk associated with tobacco use at early ages suggests the need for comprehensive interventions (i.e., involving policy change, advertising restrictions, health professionals, and comprehensive school health education) before the prime age for tobacco use initiation (i.e., 12 to 14 years old), for repeated reinforcement of these interventions through adolescence, for innovative ways of reaching underserved--particularly high-risk and minority--youth with effective tobacco use prevention efforts, and for research to determine both the short-term and the long-term effectiveness of these approaches.

  10. A Cell-Based Approach to Early Pancreatic Cancer Detection

    DTIC Science & Technology

    2016-10-01

    Award Number: W81XWH-15-1-0457 TITLE: A Cell -Based Approach to Early Pancreatic Cancer Detection PRINCIPAL INVESTIGATOR: Dr. Ben Stanger...SUBTITLE 5a. CONTRACT NUMBER A Cell -Based Approach to Early Pancreatic Cancer Detection 5b. GRANT NUMBER W81XWH-15-1-0457 5c. PROGRAM ELEMENT NUMBER 6...tumor cells from mouse blood by depleting the sample of white blood cells (WBCs). Furthermore, the RNA profile of these cells can be assessed by

  11. Prevention and early intervention for behaviour problems in children with developmental disabilities.

    PubMed

    Einfeld, Stewart L; Tonge, Bruce J; Clarke, Kristina S

    2013-05-01

    To review the recent evidence regarding early intervention and prevention studies for children with developmental disabilities and behaviour problems from 2011 to 2013. Recent advances in the field are discussed and important areas for future research are highlighted. Recent reviews and studies highlight the utility of antecedent interventions and skills training interventions for reducing behaviour problems. There is preliminary evidence for the effectiveness of parent training interventions when delivered in minimally sufficient formats or in clinical settings. Two recent studies have demonstrated the utility of behavioural interventions for children with genetic causes of disability. Various forms of behavioural and parent training interventions are effective at reducing the behaviour problems in children with developmental disabilities. However, research on prevention and early intervention continues to be relatively scarce. Further large-scale dissemination studies and effectiveness studies in clinical or applied settings are needed.

  12. Transcaval approach for endovascular aortic interventions: A systematic review.

    PubMed

    Wee, Ian Jun Yan; Syn, Nicholas; Choong, Andrew M T L

    2018-05-24

    The caval-aortic path is a novel access route for endovascular aortic interventions in aortic interventions, particularly for patients unsuitable for traditional access routes including femoral, subclavian, transapical, and aortic. A systematic review was conducted as per the PRISMA guidelines utilizing three electronic databases: Medline, Embase, and Cochrane database. There were 10 studies identified, including 7 retrospective studies, 1 prospective cohort study, and 2 case reports. Data on 209 patients (mean age 79.5±5.1 years; 51.2% male) were abstracted including preoperative work-up, technical procedure details, and outcomes. The overall technical success rate for all procedures is 96.2%, with a 4.3% mortality rate and a mean follow up of 17.9±19.8 months. Individually in the various interventions, the technical success rate of transcaval endoleak repair and transcatheter aortic valve implantation (TAVI) was 94.4% and 97.5% respectively, with a low 30-day mortality rate of 7.6% in the TAVI intervention. There is encouraging evidence regarding the rates of mortality and complications in the transcaval approach for endovascular aortic interventions. It presents a feasible alternative for a judiciously select group of patients who are not suitable for other access routes. Copyright © 2018 Japanese College of Cardiology. Published by Elsevier Ltd. All rights reserved.

  13. Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting.

    PubMed

    Eapen, Valsamma; Crnčec, Rudi; Walter, Amelia

    2013-01-07

    Available evidence indicates that early intervention programs, such as the Early Start Denver Model (ESDM), can positively affect key outcomes for children with Autism Spectrum Disorder (ASD). However, programs involving resource intensive one-to-one clinical intervention are not readily available or deliverable in the community, resulting in many children with ASD missing out on evidence-based intervention during their early and most critical preschool years. This study evaluated the effectiveness of the ESDM for preschool-aged children with ASD using a predominantly group-based intervention in a community child care setting. Participants were 26 children (21 male) with ASD with a mean age of 49.6 months. The ESDM, a comprehensive early intervention program that integrates applied behaviour analysis with developmental and relationship-based approaches, was delivered by trained therapists during the child's attendance at a child care centre for preschool-aged children with ASD. Children received 15-20 hours of group-based, and one hour of one-to-one, ESDM intervention per week. The average intervention period was ten months. Outcome measures were administered pre- and post-intervention, and comprised a developmental assessment - the Mullen Scales of Early Learning (MSEL); and two parent-report questionnaires - the Social Communication Questionnaire (SCQ) and Vineland Adaptive Behaviours Scales-Second Edition (VABS-II). Statistically significant post-intervention improvements were found in children's performance on the visual reception, receptive language and expressive language domains of the MSEL in addition to their overall intellectual functioning, as assessed by standardised developmental quotients. Parents reported significant increases in their child's receptive communication and motor skills on the VABS-II, and a significant decrease in autism-specific features on the SCQ. These effects were of around medium size, and appeared to be in excess of what may

  14. Prevention and early intervention to improve mental health in higher education students: a review.

    PubMed

    Reavley, Nicola; Jorm, Anthony F

    2010-05-01

    The age at which most young people are in higher education is also the age of peak onset for mental and substance use disorders, with these having their first onset before age 24 in 75% of cases. In most developed countries, over 50% of young people are in higher education. To review the evidence for prevention and early intervention in mental health problems in higher education students. The review was limited to interventions targeted to anxiety, depression and alcohol misuse. Interventions to review were identified by searching PubMed, PsycINFO and the Cochrane Database of Systematic Reviews. Interventions were included if they were designed to specifically prevent or intervene early in the general (non-health professional) higher education student population, in one or more of the following areas: anxiety, depression or alcohol misuse symptoms, mental health literacy, stigma and one or more behavioural outcomes. For interventions to prevent or intervene early for alcohol misuse, evidence of effectiveness is strongest for brief motivational interventions and for personalized normative interventions delivered using computers or in individual face-to-face sessions. Few interventions to prevent or intervene early with depression or anxiety were identified. These were mostly face-to-face, cognitive-behavioural/skill-based interventions. One social marketing intervention to raise awareness of depression and treatments showed some evidence of effectiveness. There is very limited evidence that interventions are effective in preventing or intervening early with depression and anxiety disorders in higher education students. Further studies, possibly involving interventions that have shown promise in other populations, are needed.

  15. Practical considerations for transitioning early childhood interventions to scale: lessons from the Saving Brains portfolio.

    PubMed

    Radner, James M; Ferrer, Marvin J S; McMahon, Dominique; Shankar, Anuraj H; Silver, Karlee L

    2018-05-01

    Small pilot studies of young children have frequently shown promise, but very few have been successfully scaled to the regional or national levels. How can we ensure that these promising approaches move from a suite of pilots to full-scale implementation that can deliver sustainable impact for hundreds of millions of children? To elucidate concrete lessons learned and suggestions on accelerating the transition to impact at scale, we reviewed the Saving Brains portfolio to better understand three points: (1) the extent to which useful signals of impact could be extracted from data at the seed phase, (2) the ways in which innovators (project leaders) were approaching human resource challenges critical for scaling, and (3) the multisector diversity of the portfolio and the way innovators entered partnerships. The findings suggest key considerations for transitioning early childhood development interventions to scale and sustainability: strong entrepreneurial leadership, rigorous measurement and active use of data in support of adaptive learning, and champions acting at subnational levels. Together, these can enable flexible, iterative learning that can make the scaling process an opportunity to increase the level of benefit each child receives from an intervention. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.

  16. Effect of Antimicrobial Interventions on the Oral Microbiota Associated with Early Childhood Caries.

    PubMed

    Li, Yihong; Tanner, Anne

    2015-01-01

    The purposes of this systematic literature review were to identify research-based evidence for an effect of antimicrobial therapeutic approaches on the cariogenic microbiota and early childhood caries (ECC) outcomes; and to review methods used to perform microbial assessments in clinical studies of ECC. Multiple databases were searched; only clinical cohort studies and randomized controlled trials published from 1998 to 2014 were selected. A total of 471 titles and abstracts were identified; 114 studies met the inclusion criteria for a full review, from which 41 studies were included in the meta-analyses. In most of the reviewed studies, moderate reductions in cariogenic bacterial levels, mainly in mutans streptococci (MS), were demonstrated following the use of antimicrobial agents, but bacterial regrowth occurred and new carious lesions developed once the treatment had ceased, particularly in high-risk children. Relatively consistent findings suggested that anti-cariogenic microbial interventions in mothers significantly reduced MS acquisition by children. However, studies of the long-term benefits of ECC prevention are lacking. Based on the meta-analyses, antimicrobial interventions and treatments show temporary reductions in MS colonization levels. However, there is insufficient evidence to indicate that the approaches used produced sustainable effects on cariogenic microbial colonization or ECC reduction and prevention.

  17. Promoting Good Mental Health from Primary to Early Secondary Grades--Preventive Interventions in Schools.

    ERIC Educational Resources Information Center

    Jason, Leonard A.; Ferone, Louise

    1980-01-01

    The paper describes a four-year research effort aimed at developing preventive educational interventions for children with behavior problems in inner city schools. The implications of switching the emphasis from early secondary to primary preventive programs are discussed. (Author)

  18. Parenting stress reduces the effectiveness of early teaching interventions for autistic spectrum disorders.

    PubMed

    Osborne, Lisa A; McHugh, Louise; Saunders, Jo; Reed, Phil

    2008-07-01

    This community-based study examined the influence of early teaching interventions on children diagnosed with Autistic Spectrum Disorders, and the dynamics between the time intensity of the interventions and parenting stress, on child outcomes. Intellectual, educational, and adaptive behavior and social functioning were all measured. Sixty-five children were divided into four groups, based on the levels of time intensity of their intervention, and on their parents' stress levels. There were gains in intellectual, educational, and adaptive behavioral and social skills, and there was a positive relationship between the time intensity of the early teaching interventions and child outcome gains. More importantly, however, high levels of parenting stress counteracted the effectiveness of the early teaching interventions.

  19. AAC and Early Intervention for Children with Cerebral Palsy: Parent Perceptions and Child Risk Factors

    PubMed Central

    Smith, Ashlyn L.; Hustad, Katherine C.

    2015-01-01

    The current study examined parent perceptions of communication, the focus of early intervention goals and strategies, and factors predicting the implementation of augmentative and alternative communication (AAC) for 26, 2-year-old children with cerebral palsy. Parents completed a communication questionnaire and provided early intervention plans detailing child speech and language goals. Results indicated that receptive language had the strongest association with parent perceptions of communication. Children who were not talking received a greater number of intervention goals, had a greater variety of goals, and had more AAC goals than children who were emerging and established talkers. Finally, expressive language had the strongest influence on AAC decisions. Results are discussed in terms of the relationship between parent perceptions and language skills, communication as an emphasis in early intervention, AAC intervention decisions, and the importance of receptive language. PMID:26401966

  20. 34 CFR 303.1 - Purpose of the early intervention program for infants and toddlers with disabilities.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Purpose of the early intervention program for infants... EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Purpose and Applicable Regulations § 303.1 Purpose of the early intervention program for infants and toddlers with...

  1. 32 CFR Appendix E to Part 57 - DoD-CC on Early Intervention, Special Education, and Related Services

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 32 National Defense 1 2013-07-01 2013-07-01 false DoD-CC on Early Intervention, Special Education... SECRETARY OF DEFENSE PERSONNEL, MILITARY AND CIVILIAN PROVISION OF EARLY INTERVENTION AND SPECIAL EDUCATION SERVICES TO ELIGIBLE DOD DEPENDENTS Pt. 57, App. E Appendix E to Part 57—DoD-CC on Early Intervention...

  2. 34 CFR 303.1 - Purpose of the early intervention program for infants and toddlers with disabilities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Purpose of the early intervention program for infants... EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Purpose, Eligibility, and Other General Provisions § 303.1 Purpose of the early intervention program for infants and...

  3. 32 CFR Appendix E to Part 57 - DoD-CC on Early Intervention, Special Education, and Related Services

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 32 National Defense 1 2014-07-01 2014-07-01 false DoD-CC on Early Intervention, Special Education... SECRETARY OF DEFENSE PERSONNEL, MILITARY AND CIVILIAN PROVISION OF EARLY INTERVENTION AND SPECIAL EDUCATION SERVICES TO ELIGIBLE DOD DEPENDENTS Pt. 57, App. E Appendix E to Part 57—DoD-CC on Early Intervention...

  4. 32 CFR Appendix E to Part 57 - DoD-CC on Early Intervention, Special Education, and Related Services

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 32 National Defense 1 2012-07-01 2012-07-01 false DoD-CC on Early Intervention, Special Education... SECRETARY OF DEFENSE PERSONNEL, MILITARY AND CIVILIAN PROVISION OF EARLY INTERVENTION AND SPECIAL EDUCATION SERVICES TO ELIGIBLE DOD DEPENDENTS Pt. 57, App. E Appendix E to Part 57—DoD-CC on Early Intervention...

  5. 34 CFR 303.1 - Purpose of the early intervention program for infants and toddlers with disabilities.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Purpose of the early intervention program for infants... EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Purpose and Applicable Regulations § 303.1 Purpose of the early intervention program for infants and toddlers with...

  6. 34 CFR 303.1 - Purpose of the early intervention program for infants and toddlers with disabilities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Purpose of the early intervention program for infants... EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Purpose, Eligibility, and Other General Provisions § 303.1 Purpose of the early intervention program for infants and...

  7. 34 CFR 303.1 - Purpose of the early intervention program for infants and toddlers with disabilities.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Purpose of the early intervention program for infants... EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Purpose and Applicable Regulations § 303.1 Purpose of the early intervention program for infants and toddlers with...

  8. Approaches to Developing Health in Early Years Settings

    ERIC Educational Resources Information Center

    Mooney, Ann; Boddy, Janet; Statham, June; Warwick, Ian

    2008-01-01

    Purpose: The purpose of the paper is to consider the opportunities and difficulties in developing health-promotion work in early years settings in the UK. Design/methodology/approach: As the first study of its kind conducted in the UK, a multi-method approach was adopted involving: an overview of health-related guidance and of effective…

  9. An Integrative-Organized Approach to Early Childhood Education.

    ERIC Educational Resources Information Center

    Fu, Victoria R.; And Others

    Proposed is an integrative-organized approach to early childhood education to maximize the total development of the child. The overall goal of this approach is to provide an environment conducive to learning through active exploration and social interaction. Implementation of an integrative program requires an understanding of the organization of…

  10. The Role of Parents in Early Motor Intervention

    ERIC Educational Resources Information Center

    Mahoney, Gerald; Perales, Frida

    2006-01-01

    In this article we discuss the results of a motor intervention study that we conducted with young children with Down syndrome and other disabilities (Mahoney, Robinson & Fewell, 2001). Results from this study indicated that neither of the two major treatment models that are commonly used with young children with motor impairments was effective at…

  11. Who Benefits from Early Intervention in Autism Spectrum Disorders?

    ERIC Educational Resources Information Center

    Itzchak, Esther Ben; Zachor, Ditza A.

    2011-01-01

    Research in autism spectrum disorders (ASD) described individual differences in response to intervention. This study explored child and parental characteristics at baseline that predict outcomes in adaptive skills and acquisition of cognitive gains. Seventy-eight children aged 15-35 months diagnosed with ASD by standardized diagnostic tools were…

  12. "Teacher, I Can Read!" The Marvels of Early Intervention Strategies

    ERIC Educational Resources Information Center

    Murphy, Jean C.; Hernandez, Leonor

    2011-01-01

    "Teacher, I can read!" exclaimed Saree, a fourth-quarter second grader who was placed in the lowest of reading groups at a southwest side elementary school in Chicago. This was her proud announcement after three weeks of intensive intervention with Ms. Gomez, a student teacher in her final semester at Chicago State University. "Ms.…

  13. Mothers' Reports of Their Involvement in Early Intensive Behavioral Intervention

    ERIC Educational Resources Information Center

    Granger, Stephanie; des Rivieres-Pigeon, Catherine; Sabourin, Gabrielle; Forget, Jacques

    2012-01-01

    Although numerous studies examine the effectiveness of intensive behavioral intervention programs (EIBI) for young children with autism, few focus on the family aspect of the program. In particular, involvement of mothers in the program, which is strongly recommended, is the subject of only a small number of studies. The goal of this research is…

  14. Learning Instructor Intervention from MOOC Forums: Early Results and Issues

    ERIC Educational Resources Information Center

    Kumar, Muthu; Kan, Min-Yen; Tan, Bernard C. Y.; Ragupathi, Kiruthika

    2015-01-01

    With large student enrollment, MOOC instructors face the unique challenge in deciding when to intervene in forum discussions with their limited bandwidth. We study this problem of "instructor intervention." Using a large sample of forum data culled from 61 courses, we design a binary classifier to predict whether an instructor should…

  15. IMPACT: An Early Intervention Demonstration Project. Abbreviated Version.

    ERIC Educational Resources Information Center

    Ungerleider, Steven; Caudill, Barry D.

    Project IMPACT is based on an innovative prevention/community intervention model designed to stem the use of drugs and alcohol in an Oregon school district. A total of 74 teachers, administrators, and community leaders participated in a training session which included didactic and experiential sessions informing participants about the nature and…

  16. Early Diagnosis and Intervention Strategies for Post-Traumatic Heterotopic Ossification in Severely Injured Extremities

    DTIC Science & Technology

    2016-12-01

    1 Award Number: W81XWH-12-2-0118 TITLE: Early Diagnosis and Intervention Strategies for Post -Traumatic Heterotopic Ossification in Severely...December 2016 TYPE OF REPORT: Final PREPARED FOR: U.S. Army Medical Research and Materiel Command Fort Detrick, Maryland 21702-5012 DISTRIBUTION...COVERED 30Sep2012 - 29Sep2016 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Early Diagnosis and Intervention Strategies for Post -Traumatic Heterotopic

  17. An Early Feeding Practices Intervention for Obesity Prevention.

    PubMed

    Daniels, Lynne Allison; Mallan, Kimberley Margaret; Nicholson, Jan Maree; Thorpe, Karen; Nambiar, Smita; Mauch, Chelsea Emma; Magarey, Anthea

    2015-07-01

    Report long-term outcomes of the NOURISH randomized controlled trial (RCT), which evaluated a universal intervention commencing in infancy to provide anticipatory guidance to first-time mothers on "protective" complementary feeding practices that were hypothesized to reduce childhood obesity risk. The NOURISH RCT enrolled 698 mothers (mean age 30.1 years, SD = 5.3) with healthy term infants (51% female). Mothers were randomly allocated to usual care or to attend two 6-session, 12-week group education modules. Outcomes were assessed 5 times: baseline (infants 4.3 months); 6 months after module 1 (infants 14 months); 6 months after module 2 (infants 2 years) and at 3.5 and 5 years of age. Maternal feeding practices were self-reported using validated questionnaires. BMI Z-score was calculated from measured child height and weight. Linear mixed models evaluated intervention (group) effect across time. Retention at age 5 years was 61%. Across ages 2 to 5 years, intervention mothers reported less frequent use of nonresponsive feeding practices on 6 of 9 scales. At 5 years, they also reported more appropriate responses to food refusal on 7 of 12 items (Ps ≤ .05). No statistically significant group effect was noted for anthropometric outcomes (BMI Z-score: P = .06) or the prevalence of overweight/obesity (control 13.3% vs intervention 11.4%, P = .66). Anticipatory guidance on complementary feeding resulted in first-time mothers reporting increased use of protective feeding practices. These intervention effects were sustained up to 5 years of age and were paralleled by a nonsignificant trend for lower child BMI Z-scores at all postintervention assessment points. Copyright © 2015 by the American Academy of Pediatrics.

  18. Early Intervention Services for Early-Phase Psychosis - Centre for integrative psychiatry in Psychiatric Hospital "Sveti Ivan", Croatia.

    PubMed

    Matić, Katarina; Gereš, Natko; Gerlach, Josefina; Prskalo-Čule, Diana; Zadravec Vrbanc, Tihana; Lovretić, Vanja; Librenjak, Dina; Vuk Pisk, Sandra; Ivezić, Ena; Šimunović Filipčić, Ivona; Jeleč, Vjekoslav; Filipčić, Igor

    2018-06-01

    There is a growing body of evidence suggesting that early and effective management in the critical early years of schizophrenia can improve long-term outcomes. The objective of this study was to evaluate time to relapse of the patients with early-phase psychosis treated in the Centre for integrative psychiatry (CIP). We performed a retrospective cohort study on the sample of 373 early-phase psychosis patients admitted to Psychiatric Hospital "Sveti Ivan", Zagreb Croatia: from January 1, 2015 to December 31, 2017. The primary outcome was time to relapse. Patients who were admitted to group psychotherapeutic program after the end of acute treatment had 70% lower hazard for relapse (HR=0.30; 95% CI 0.16-0.58). Patients who were included first in the psychotherapeutic program and then treated and controlled in the daily hospital had 74% lower hazard for relapse (HR=0.26; 95% CI 0.10-0.67). In early-phase psychosis, integrative early intervention service has relevant beneficial effects compare to treatment as usual. These results justified the implementation of multimodal early intervention services in treatment of patients with early-phase psychosis.

  19. Improving Metabolic and Cardiovascular Health at an Early Psychosis Intervention Program in Vancouver, Canada

    PubMed Central

    Fredrikson, Diane H.; Boyda, Heidi N.; Tse, Lurdes; Whitney, Zachary; Pattison, Mark A.; Ott, Fred J.; Hansen, Laura; Barr, Alasdair M.

    2014-01-01

    Psychotic disorders most commonly appear during the late teenage years and early adulthood. A focused and rapid clinical response by an integrated health team can help to improve the quality of life of the patient, leading to a better long-term prognosis. The Vancouver Coastal Health early psychosis intervention program covers a catchment area of approximately 800,000 people in the cities of Vancouver and Richmond, Canada. The program provides a multidisciplinary approach to supporting patients under the age of 30 who have recently experienced first-break psychosis. The program addresses the needs of the treatment environment, medication, and psychological therapies. A critical part of this support includes a program to specifically improve patients’ physical health. Physical health needs are addressed through a two-pronged, parallel approach. Patients receive routine metabolic health assessments during their first year in the program, where standard metabolic parameters are recorded. Based on the results of clinical interviews and laboratory tests, specific actionable interventions are recommended. The second key strategy is a program that promotes healthy lifestyle goal development. Patients work closely with occupational therapists to develop goals to improve cardiometabolic health. These programs are supported by an active research environment, where patients are able to engage in studies with a focus on improving their physical health. These studies include a longitudinal evaluation of the effects of integrated health coaching on maintaining cardiometabolic health in patients recently admitted to the program, as well as a clinical study that evaluates the effects of low versus higher metabolic risk antipsychotic drugs on central adiposity. An additional pharmacogenomic study is helping to identify genetic variants that may predict cardiometabolic changes following treatment with antipsychotic drugs. PMID:25249985

  20. Effects of Three Levels of Early Intervention Services on Children Prenatally Exposed to Cocaine

    ERIC Educational Resources Information Center

    Claussen, Angelika H.; Scott, Keith G.; Mundy, Peter C.; Katz, Lynne F.

    2004-01-01

    Cocaine use during pregnancy is a high-risk indicator for adverse developmental outcomes. Three levels of intervention (center, home, and primary care) were compared in a full service, birth to age 3, early intervention program serving children exposed to cocaine prenatally. Data were collected on 130 children from urban, predominantly poor,…

  1. When Texts Become Action. The Institutional Circuit of Early Childhood Intervention

    ERIC Educational Resources Information Center

    Nilsen, Ann Christin E.

    2017-01-01

    Building on ideals of social cohesion, equality of opportunities and socio-economic benefits, there has been an increasing awareness in Norway of kindergarten employees' responsibility to initiate early childhood intervention. The process of identifying children in need of intervention involves a complex chain of actions in which documentation is…

  2. The Effectiveness of an Early-Grade Literacy Intervention on the Cognitive Achievement of Brazilian Students

    ERIC Educational Resources Information Center

    Costa, Leandro Oliveira; Carnoy, Martin

    2015-01-01

    Beginning in 2007, the Literacy Program at the Right Age (Pacto pela Alfabetização na Idade Certa [PAIC]) in Brazil's Ceará state required municipal schools to implement a tiered, whole-school early-grade literacy intervention. This intervention was complemented by other policies to help municipalities improve student achievement. The present…

  3. Positive Effects of Promoting Prosocial Behavior in Early Adolescence: Evidence from a School-Based Intervention

    ERIC Educational Resources Information Center

    Caprara, Gian Vittorio; Kanacri, Bernadette Paula Luengo; Gerbino, Maria; Zuffianò, Antonio; Alessandri, Guido; Vecchio, Giovanni; Caprara, Eva; Pastorelli, Concetta; Bridglall, Beatrice

    2014-01-01

    The purpose of this study was to evaluate the effects of a pilot school-based intervention called CEPIDEA, designed to promote prosocial behavior in early adolescence. The study took place in a middle school located in a small city near Rome. The intervention group included 151 students (52.3% males; M[subscript age] = 12.4), and the control group…

  4. Program Monitoring Practices for Teachers of the Deaf and Hard of Hearing in Early Intervention

    ERIC Educational Resources Information Center

    Thomas, Anne E.; Marvin, Christine A.

    2016-01-01

    Program monitoring is an important and necessary assessment practice within the field of early childhood deaf education. Effective program monitoring requires a focus on both the consistent implementation of intervention strategies (fidelity) and the assessment of children's ongoing progress in response to interventions (progress monitoring).…

  5. Early Intervention with Young Hearing-Impaired Children. Occasional Paper Number Three.

    ERIC Educational Resources Information Center

    Power, D. J., Ed.; And Others

    Five papers focus on issues of early intervention with young hearing impaired children. The papers were presented at a seminar in 1981 in Queensland, Australia. A. Hayes begins with "The Emergence of Interest in Social Interaction in Infancy," in which he considers the role of metaphors in influencing intervention research. D. Power and G. Elias…

  6. "Foundations for Literacy": An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

    ERIC Educational Resources Information Center

    Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald

    2014-01-01

    The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented "Foundations for Literacy" with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used…

  7. Engaging Urban Parents of Early Adolescents in Parenting Interventions: Home Visits vs. Group Sessions

    ERIC Educational Resources Information Center

    Finigan-Carr, Nadine M.; Copeland-Linder, Nikeea; Haynie, Denise L.; Cheng, Tina L.

    2014-01-01

    Interventions targeting parents of young children have shown effectiveness, but research is lacking about best practices for engaging parents of early adolescents. Low levels of enrollment and attendance in parenting interventions present major problems for researchers and clinicians. Effective and efficient ways to engage and collaborate with…

  8. Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

    ERIC Educational Resources Information Center

    Schwartz, Robert M.

    2005-01-01

    This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

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

    ERIC Educational Resources Information Center

    Dunst, Carl J.

    2015-01-01

    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…

  10. Couple-Focused Group Intervention for Women With Early Stage Breast Cancer

    ERIC Educational Resources Information Center

    Manne, Sharon L.; Ostroff, Jamie S.; Winkel, Gary; Fox, Kevin; Grana, Generosa; Miller, Eric; Ross, Stephanie; Frazier, Thomas

    2005-01-01

    This study examined the efficacy of a couple-focused group intervention on psychological adaptation of women with early stage breast cancer and evaluated whether perceived partner unsupportive behavior or patient functional impairment moderated intervention effects. Two hundred thirty-eight women were randomly assigned to receive either 6 sessions…

  11. An Intervention for Relational and Physical Aggression in Early Childhood: A Preliminary Study

    ERIC Educational Resources Information Center

    Ostrov, Jamie M.; Massetti, Greta M.; Stauffacher, Kirstin; Godleski, Stephanie A.; Hart, Katie C.; Karch, Kathryn M.; Mullins, Adam D.; Ries, Emily E.

    2009-01-01

    A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of…

  12. Trends and Topics in Early Intensive Behavioral Interventions for Toddlers with Autism

    ERIC Educational Resources Information Center

    Matson, Johnny L.; Tureck, Kimberly; Turygin, Nicole; Beighley, Jennifer; Rieske, Robert

    2012-01-01

    The use of applied behavior analysis (ABA) to treat persons with autism goes back several decades. Many specific target behaviors and intervention strategies have been developed. In the last two decades the most heavily studied of these methods has been Early Intensive Behavioral Interventions (EIBI). This package of ABA methods is unique in two…

  13. Effectiveness of a Novel Community-Based Early Intervention Model for Children with Autistic Spectrum Disorder

    ERIC Educational Resources Information Center

    Smith, Isabel M.; Koegel, Robert L.; Koegel, Lynn K.; Openden, Daniel A.; Fossum, Kristin L.; Bryson, Susan E.

    2010-01-01

    The Nova Scotia early intensive behavior intervention model--NS EIBI (Bryson et al., 2007) for children with autistic spectrum disorders was designed to be feasible and sustainable in community settings. It combines parent training and naturalistic one-to-one behavior intervention employing Pivotal Response Treatment--PRT (R. Koegel & Koegel,…

  14. What Specialized Knowledge Is Needed to Provide Early Intervention Services in Children's Hospitals?

    ERIC Educational Resources Information Center

    Weitzner-Lin, Barbara; And Others

    1994-01-01

    A survey of 175 speech-language pathologists was conducted to determine the preparation they received to comply with Public Law 99-457's mandated services to infants and toddlers. Respondents reported that important content areas in provision of early intervention services included oral-motor/feeding issues, family assessment and intervention, and…

  15. Fadeout in an Early Mathematics Intervention: Same Old Schools or Underlying Skills?

    ERIC Educational Resources Information Center

    Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine

    2015-01-01

    A consistent finding across early childhood interventions targeting mathematics and other achievement-related skills that is that initial treatment effects fade over time, with children not receiving the intervention catching up to children who did (Clements et al., 2013; Leak et al., 2010; Puma et al., 2010). One popular explanation for this is…

  16. The DEBT Project: Early Intervention for Handicapped Children and Their Parents.

    ERIC Educational Resources Information Center

    Macy, Daniel J.; And Others

    Project DEBT (Developmental Education Birth through Two), an early identification and intervention program for handicapped and at risk children and their parents, is described. The Koontz Child Developmental Program, the core curriculum for instructional planning and intervention in DEBT, is reviewed, and new data are presented. It is explained…

  17. Context, Diversity and Engagement: Early Intervention with Australian Aboriginal Families in Urban and Remote Contexts

    ERIC Educational Resources Information Center

    Robinson, Gary; Tyler, William; Jones, Yomei; Silburn, Sven; Zubrick, Stephen R.

    2012-01-01

    This article describes challenges met implementing an early intervention programme for Aboriginal parents and their children in the NT (Northern Territory) of Australia in the context of efforts to remediate Aboriginal disadvantage. The intervention is an adaptation of an 8- to 10-week, manualised parenting programme designed for four- to…

  18. Parental Perspectives on Early Intensive Intervention for Children Diagnosed with Autistic Spectrum Disorder

    ERIC Educational Resources Information Center

    Webster, Alec; Feiler, Anthony; Webster, Valerie; Lovell, Claire

    2004-01-01

    Previous research on early intensive intervention in autistic spectrum disorder (ASD) has largely focused on outcomes of treatment for children. Although some account has been taken of parental viewpoints, the potential impact of intervention on families has not achieved the same kind of research prominence. This contrasts with the considerable…

  19. Use of Early Intervention for Young Children with Autism Spectrum Disorder across Europe

    ERIC Educational Resources Information Center

    Salomone, Erica; Beranová, Štepánka; Bonnet-Brilhault, Frédérique; Briciet Lauritsen, Marlene; Budisteanu, Magdalena; Buitelaar, Jan; Canal-Bedia, Ricardo; Felhosi, Gabriella; Fletcher-Watson, Sue; Freitag, Christine; Fuentes, Joaquin; Gallagher, Louise; Garcia Primo, Patricia; Gliga, Fotinica; Gomot, Marie; Green, Jonathan; Heimann, Mikael; Jónsdóttir, Sigridur Loa; Kaale, Anett; Kawa, Rafal; Kylliainen, Anneli; Lemcke, Sanne; Markovska-Simoska, Silvana; Marschik, Peter B; McConachie, Helen; Moilanen, Irma; Muratori, Filippo; Narzisi, Antonio; Noterdaeme, Michele; Oliveira, Guiomar; Oosterling, Iris; Pijl, Mirjam; Pop-Jordanova, Nada; Poustka, Luise; Roeyers, Herbert; Rogé, Bernadette; Sinzig, Judith; Vicente, Astrid; Warreyn, Petra; Charman, Tony

    2016-01-01

    Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7?years or younger (N?=?1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable…

  20. Procedures for Developing Evidence-Informed Performance Checklists for Improving Early Childhood Intervention Practices

    ERIC Educational Resources Information Center

    Dunst, Carl J.

    2017-01-01

    A conceptualization-operationalization-measurement framework is described for developing evidence-informed early childhood intervention performance checklists. Performance checklists include lists of practice indicators where the indicators, taken together, operationally define particular types of intervention practices that, when used as…

  1. Developmental and Communication Disorders in Children with Intellectual Disability: The Place Early Intervention for Effective Inclusion

    ERIC Educational Resources Information Center

    Jacob, Udeme Samuel; Olisaemeka, Angela Nneka; Edozie, Isioma Sitamalife

    2015-01-01

    The paper attempts to discuss the place of intervention in the developmental and communication disorders of children with intellectual disability for the purpose of providing effective inclusion programme. The definition of early intervention was stated, areas affected by children communication disorder such as language comprehension, fluency,…

  2. Effects of an Early Numeracy Intervention on Struggling Kindergarteners' Mathematics Performance

    ERIC Educational Resources Information Center

    Bryant, Brian R.; Bryant, Diane Pedrotty; Roberts, Greg; Fall, Anna-Maria

    2016-01-01

    The purpose of this study was to investigate the effects of an early numeracy intervention delivered by kindergarten teachers to students identified as having mathematics difficulties. A multigroup growth-modeling-with-random-assignment-to-intervention-condition design was employed. Thirty-two teachers were randomly assigned to the treatment or…

  3. Early Childhood Intervention Programs: What Are the Costs and Benefits? Congressional Research Briefing Summary.

    ERIC Educational Resources Information Center

    Brooks-Gunn, Jeanne; Currie, Janet; Besharov, Douglas J.

    While recent research in cognitive development suggests that the period from birth to age 3 provides a unique opportunity for interventions to change the life-course of children, there is great disagreement regarding the best means of allocating public funds toward early childhood intervention. Further, there is little research into the long-term…

  4. Future of Early Intervention with Infants and Toddlers for Whom Typical Experiences Are Not Effective

    ERIC Educational Resources Information Center

    McWilliam, R. A.

    2015-01-01

    Early intervention for infants and toddlers began with high hopes, but became mired in overspecialization, bureaucracy, and turf guarding. Nevertheless, two important advances in the field have been (a) a recognition that the child's natural caregivers are in the best position to be the intervention agents and, concomitantly, (b) a rethinking…

  5. Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders

    ERIC Educational Resources Information Center

    Osborne, Lisa A.; McHugh, Louise; Saunders, Jo; Reed, Phil

    2008-01-01

    This community-based study examined the influence of early teaching interventions on children diagnosed with Autistic Spectrum Disorders, and the dynamics between the time intensity of the interventions and parenting stress, on child outcomes. Intellectual, educational, and adaptive behavior and social functioning were all measured. Sixty-five…

  6. The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention: The Targeted Reading Intervention

    ERIC Educational Resources Information Center

    Amendum, Steven J.; Vernon-Feagans, Lynne; Ginsberg, Marnie C.

    2011-01-01

    The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative…

  7. Conceptualisation of self-management intervention for people with early stage dementia.

    PubMed

    Martin, Faith; Turner, Andrew; Wallace, Louise M; Bradbury, Nicola

    2013-06-01

    Dementia is a major challenge for health and social care services. People living with dementia in the earlier stages experience a "care-gap". Although they may address this gap in care, self-management interventions have not been provided to people with dementia. It is unclear how to conceptualise self-management for this group and few published papers address intervention design. Initial focusing work used a logic mapping approach, interviews with key stakeholders, including people with dementia and their family members. An initial set of self-management targets were identified for potential intervention. Self-management for people living with dementia was conceptualised as covering five targets: (1) relationship with family, (2) maintaining an active lifestyle, (3) psychological wellbeing, (4) techniques to cope with memory changes, and (5) information about dementia. These targets were used to focus literature reviewing to explore an evidence base for the conceptualisation. We discuss the utility of the Corbin and Strauss (Unending work and care: managing chronic illness at home. Jossey-Bass, Oxford, 1988) model of self-management, specifically that self-management for people living with dementia should be conceptualised as emphasising the importance of "everyday life work" (targets 1 and 2) and "biographical work" (target 3), with inclusion of but less emphasis on specific "illness work" (targets 4, 5). We argue that self-management is possible for people with dementia, with a strengths focus and emphasis on quality of life, which can be achieved despite cognitive impairments. Further development and testing of such interventions is required to provide much needed support for people in early stages of dementia.

  8. Design, delivery, and evaluation of early interventions for children exposed to acute trauma

    PubMed Central

    Kassam-Adams, Nancy

    2014-01-01

    Background Exposure to acute, potentially traumatic events is an unfortunately common experience for children and adolescents. Posttraumatic stress (PTS) responses following acute trauma can have an ongoing impact on child development and well-being. Early intervention to prevent or reduce PTS responses holds promise but requires careful development and empirical evaluation. Objectives The aims of this review paper are to present a framework for thinking about the design, delivery, and evaluation of early interventions for children who have been exposed to acute trauma; highlight targets for early intervention; and describe next steps for research and practice. Results and conclusions Proposed early intervention methods must (1) have a firm theoretical grounding that guides the design of intervention components; (2) be practical for delivery in peri-trauma or early post-trauma contexts, which may require creative models that go outside of traditional means of providing services to children; and (3) be ready for evaluation of both outcomes and mechanisms of action. This paper describes three potential targets for early intervention—maladaptive trauma-related appraisals, excessive early avoidance, and social/interpersonal processes—for which there is theory and evidence suggesting an etiological role in the development or persistence of PTS symptoms in children. PMID:25018860

  9. Workplace mental health: developing an integrated intervention approach

    PubMed Central

    2014-01-01

    Background Mental health problems are prevalent and costly in working populations. Workplace interventions to address common mental health problems have evolved relatively independently along three main threads or disciplinary traditions: medicine, public health, and psychology. In this Debate piece, we argue that these three threads need to be integrated to optimise the prevention of mental health problems in working populations. Discussion To realise the greatest population mental health benefits, workplace mental health intervention needs to comprehensively 1) protect mental health by reducing work–related risk factors for mental health problems; 2) promote mental health by developing the positive aspects of work as well as worker strengths and positive capacities; and 3) address mental health problems among working people regardless of cause. We outline the evidence supporting such an integrated intervention approach and consider the research agenda and policy developments needed to move towards this goal, and propose the notion of integrated workplace mental health literacy. Summary An integrated approach to workplace mental health combines the strengths of medicine, public health, and psychology, and has the potential to optimise both the prevention and management of mental health problems in the workplace. PMID:24884425

  10. Workplace mental health: developing an integrated intervention approach.

    PubMed

    LaMontagne, Anthony D; Martin, Angela; Page, Kathryn M; Reavley, Nicola J; Noblet, Andrew J; Milner, Allison J; Keegel, Tessa; Smith, Peter M

    2014-05-09

    Mental health problems are prevalent and costly in working populations. Workplace interventions to address common mental health problems have evolved relatively independently along three main threads or disciplinary traditions: medicine, public health, and psychology. In this Debate piece, we argue that these three threads need to be integrated to optimise the prevention of mental health problems in working populations. To realise the greatest population mental health benefits, workplace mental health intervention needs to comprehensively 1) protect mental health by reducing work-related risk factors for mental health problems; 2) promote mental health by developing the positive aspects of work as well as worker strengths and positive capacities; and 3) address mental health problems among working people regardless of cause. We outline the evidence supporting such an integrated intervention approach and consider the research agenda and policy developments needed to move towards this goal, and propose the notion of integrated workplace mental health literacy. An integrated approach to workplace mental health combines the strengths of medicine, public health, and psychology, and has the potential to optimise both the prevention and management of mental health problems in the workplace.

  11. Efficacy of Language Intervention in the Early Years

    ERIC Educational Resources Information Center

    Fricke, Silke; Bowyer-Crane, Claudine; Haley, Allyson J.; Hulme, Charles; Snowling, Margaret J.

    2013-01-01

    Background: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. Methods: In a randomized controlled trial, 180 children from 15 UK nursery schools ("n" = 12 from each setting; M[subscript age] = 4;0) were randomly…

  12. Young Children with ADHD: Early Identification and Intervention

    ERIC Educational Resources Information Center

    DuPaul, George J.; Kern, Lee

    2011-01-01

    The symptoms of attention-deficit/hyperactivity disorder (ADHD) often begin early in life. In fact, many young children enter school with behavioral and cognitive symptoms that put them at a significant disadvantage compared with their typically-developing peers. Over the past several decades, researchers, psychologists and educators have devoted…

  13. A Cost-Effectiveness Analysis of Early Literacy Interventions

    ERIC Educational Resources Information Center

    Simon, Jessica

    2011-01-01

    Success in early literacy activities is associated with improved educational outcomes, including reduced dropout risk, in-grade retention, and special education referrals. When considering programs that will work for a particular school and context; cost-effectiveness analysis may provide useful information for decision makers. The study…

  14. Sharing Books with Babies: Evaluation of an Early Literacy Intervention.

    ERIC Educational Resources Information Center

    Hardman, Margaret; Jones, Lynn

    1999-01-01

    Evaluation of an early literacy initiative in which free books and literacy information were given to 40 caregivers of infants. Compared book-related activity in the home before and 2 months after the program. Results showed significant increases in book ownership and frequency of mothers and babies looking at children's books together. (SK)

  15. Kentucky's Individualized Kindergartens: A State Network Design for Early Intervention.

    ERIC Educational Resources Information Center

    Bright, B.; Cansler, D. P.

    The KIK (Kentucky Individualized Kindergartens) project, a collaborative project between Kentucky's Department of Education and the Chapel Hill (NC) Training-Outreach project, is designed to serve high risk children. KIK provides early identification of high risk kindergarteners, development of individualized education programs, and implementation…

  16. Mild and Unilateral Hearing Loss: Implications for Early Intervention

    ERIC Educational Resources Information Center

    Holstrum, W. June; Biernath, Krista; McKay, Sarah; Ross, Danielle S.

    2009-01-01

    Newborn hearing screening has become a standard practice in most birthing hospitals in the United States. Historically, the primary target for the identification of hearing loss has been infants with permanent bilateral loss of moderate degree or greater (i.e., greater than 40 dB). However, research indicates that without early identification and…

  17. Families as Partners: Supporting Family Resiliency through Early Intervention

    ERIC Educational Resources Information Center

    Frantz, Rebecca; Hansen, Sarah Grace; Squires, Jane; Machalicek, Wendy

    2018-01-01

    Child development occurs within the context of the child's family, neighborhood, and community environment. Early childhood providers support positive outcomes, not only for the children with whom they directly work with but also for their families. Families of children with developmental delays often experience unique challenges. A family…

  18. 75 FR 68613 - Part C Early Intervention Services Grant

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-11-08

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration Part C Early... non-competitive transfer of Part C funds from North General Hospital to the Institute for Family Health. SUMMARY: HRSA will be transferring Ryan White HIV/AIDS Program, Part C funds as a Non-Competitive...

  19. Why Early Prevention of Childhood Obesity Is More Than a Medical Concern: A Health Economic Approach.

    PubMed

    Sonntag, Diana

    2017-01-01

    Childhood overweight and obesity are a non-deniable health concern with increasing economic attention. International studies provide robust evidence about substantial lifetime excess costs due to childhood obesity, thereby underscoring the urgent need to implement potent obesity prevention programs in early childhood. Fortunately, this is happening more and more, as evidenced by the increase in well-conducted interventions. Nevertheless, an important piece of the puzzle is often missing, that is, health economic evaluations. There are 3 main reasons for this: an insufficient number of economic approaches which consider the complexity of childhood obesity, a lack of (significant) long-term effect sizes of an intervention, and inadequate planning of health economic evaluations in the design phase of an intervention. Key Messages: It is advisable to involve health economists during the design phase of an intervention. Equally necessary is the development of a tailored toolbox for efficient data acquisition. © 2017 S. Karger AG, Basel.

  20. Early clinical experience with Guidezilla for transradial interventions in China.

    PubMed

    Ma, Min; Diao, Kai-Yue; Liu, Xiao-Jing; He, Yong

    2018-04-03

    Anatomic variations, calcified, tortuous, angulated lesions, and lack of support to increase the complexity of transradial intervention (TRI). Guidezilla is a mother-and-child catheter enabling increased support during complex interventions. As there are few published reports of its use, we describe our experience using this device to assist TRI in Chinese patients. The aim of this study was to investigate the efficacy and safety of the Guidezilla guide extension catheter in complex coronary interventions. Thirty-two patients' clinical characteristics, angiographic details, and in-hospital outcome retrospectively collected between June 2015 and August 2017. Patients were 59.44 ± 10.48 years of age and 26 (81%) were men. The most frequent target vessels were the RCA (34%) and LAD (31%), patients had complex type C (53%) or B (47%) lesions, severely tortuous (41%) and angulated (22%).With the use of Guidezilla, technique success was 100%, and procedural success was 94%. The mean diameter of the deployed stents was 2.97 ± 0.37 mm, and the length was 27.19 ± 8.14 mm. The estimated mean distance of Guidezilla intubation into the target vessel was 7.66 ± 2.29 cm.The Guidezilla catheter extension safely facilitated successful completion of TRI in complex coronary artery lesions. This device can help interventionalists successfully perform difficult procedures.

  1. [The community-oriented experience of early intervention services in Taipei City].

    PubMed

    Chu, Feng-Ying

    2007-10-01

    The purpose of this paper is to emphasize the importance of early intervention. The purpose of early intervention in Taipei City is to help child development, promote parenting skills, and reduce educational and social costs. In order to meet these goals, parenting groups and Taipei City Council have made great efforts to make early intervention work in Taipei City. In April 1995, Taipei City Government started planning and setting up the service network. To date, Taipei City has set up one reporting and referral center?, ?six community resources centers, 22 medical assessment and intervention clinics, 12 child development centers, one early intervention training center, three non-profit foundations and more than 300 inclusion schools, such as kindergartens and day care centers. With parent participation, professional devotion and Taipei City Government's commitment, the number of assisted children has increased from 98 to 2,523 /year. By the end of 2006, Taipei had already funded 25,277 children. We estimate Taipei City early intervention services to have affected at least 75,000 persons, including development-delayed and disabled children, their parents?, ?grandparents and siblings. We found that early intervention services help the children to build up self esteem, grow their potential, learn how to socialize, and receive an education, while the most important aim is to help them to reduce their level of disability or to prevent them from getting worse. At the same time, their families get support and a diverse range of services. An integrated early intervention program should include children, families, and multidisciplinary professionals. The system should therefore be more "family-centered" and "community-oriented" to provide appropriate services to children and families through a positive and aggressive attitude.

  2. A Parent-Focused Early Intervention Program for Autism: Who Gets Access?

    ERIC Educational Resources Information Center

    Birkin, Christina; Anderson, Angelika; Seymour, Fred; Moore, Dennis W.

    2008-01-01

    Background: The EarlyBird program is a psycho-educational early intervention program for parents of children with autistic spectrum disorder (ASD). It aims to provide parents with skills to increase their child's communication and manage challenging behaviour using behavioural techniques. Method: Two interlinked studies examined access to the…

  3. A Web-Based Tool to Support Data-Based Early Intervention Decision Making

    ERIC Educational Resources Information Center

    Buzhardt, Jay; Greenwood, Charles; Walker, Dale; Carta, Judith; Terry, Barbara; Garrett, Matthew

    2010-01-01

    Progress monitoring and data-based intervention decision making have become key components of providing evidence-based early childhood special education services. Unfortunately, there is a lack of tools to support early childhood service providers' decision-making efforts. The authors describe a Web-based system that guides service providers…

  4. Early Intervention: How Parents Can Help Adolescent Children Who May Be Using Drugs.

    ERIC Educational Resources Information Center

    Franklin, Diane, Ed.; Bankston, Karen, Ed.

    The earlier a parent can detect and respond to a child's involvement with alcohol and other drugs (AOD), the better. Just as early detection heightens the cure rate for cancer, so too does early intervention increase the chances of ending AOD use. This booklet outlines warning signs of AOD use and lists the hazards of adolescent drug use.…

  5. A Data-Driven Coaching Model Used to Promote Students' Response to Early Reading Intervention

    ERIC Educational Resources Information Center

    Glover, Todd A.

    2017-01-01

    Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn,…

  6. Dyadic Intervention for Family Caregivers and Care Receivers in Early-Stage Dementia

    ERIC Educational Resources Information Center

    Whitlatch, Carol J.; Judge, Katherine; Zarit, Steven H.; Femia, Elia

    2006-01-01

    Purpose: The Early Diagnosis Dyadic Intervention (EDDI) program provides a structured, time-limited protocol of one-on-one and dyadic counseling for family caregivers and care receivers who are in the early stages of dementia. The goals and procedures of EDDI are based on previous research suggesting that dyads would benefit from an intervention…

  7. Early Intervention for Children with Autism Spectrum Disorders in China: A Family Perspective

    ERIC Educational Resources Information Center

    Su, Xueyun; Long, Toby; Chen, Lianjun; Fang, Junming

    2013-01-01

    Autism spectrum disorders (ASD) were first reported in China in 1982. Since then, autism and other related disorders have been recognized by both the public and professionals. The importance of early intervention for children with ASD is becoming more accepted throughout China. A survey was designed to investigate the status of early intervention…

  8. Early Intervention Outcomes for Toddlers with Autism Spectrum Disorder and Their Families

    ERIC Educational Resources Information Center

    Noyes-Grosser, Donna M.; Elbaum, Batya; Wu, Yan; Siegenthaler, Kirsten M.; Cavalari, Rachel S.; Gillis, Jennifer M.; Romanczyk, Raymond G.

    2018-01-01

    Autism spectrum disorder (ASD) can be diagnosed as early as 18 months of age. State Early Intervention (EI) programs under Part C of the Individuals with Disabilities Education Act (IDEA) are serving increasing numbers of children with ASD; however, little is known about outcomes of these services. This study evaluated the impact of EI for…

  9. Working Together with Children and Families: Case Studies in Early Intervention.

    ERIC Educational Resources Information Center

    McWilliam, P. J., Ed.; Bailey, Donald B., Jr., Ed.

    This book presents 21 case studies of young children with disabilities in a variety of family situations and settings, for early interventionists to study in planning and applying recommended practices. Section I, "Defining and Delivering Quality Services in Early Intervention," provides two introductory chapters: "The Search for Quality…

  10. Young Offenders: Early Intervention for Students with Behavioral and Emotional Disorders

    ERIC Educational Resources Information Center

    Hammond, Helen; Ingalls, Lawrence

    2009-01-01

    The value of early intervention programs for children with delays and/or disabilities has been well accepted in the research. Providing appropriate special education services at an early age of detecting academic and behavioral/social problems has proven to be effective at eliminating or decreasing special services at a later age. This…

  11. Frameworks for Response to Intervention in Early Childhood: Description and Implications

    ERIC Educational Resources Information Center

    Communication Disorders Quarterly, 2014

    2014-01-01

    In February, 2013, the Division of Early Childhood, the National Association for the Education of Young Children, and the National Head Start Association released a collaborative paper to provide clarification and assistance regarding the relationship of response to intervention (RTI) with the field of early childhood (EC). In addition to…

  12. Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions

    ERIC Educational Resources Information Center

    McAlenney, Athena Lentini; Coyne, Michael D.

    2011-01-01

    Accurate identification of at-risk kindergarten and 1st-grade students through early reading screening is an essential element of responsiveness to intervention models of reading instruction. The authors consider predictive validity and classification accuracy of early reading screening assessments with attention to sensitivity and specificity.…

  13. Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework

    ERIC Educational Resources Information Center

    Jung, Pyung-Gang; McMaster, Kristen L.; delMas, Robert C.

    2017-01-01

    We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing…

  14. Early Intervention Programs: Opening the Door to Higher Education. ERIC Digest.

    ERIC Educational Resources Information Center

    Fenske, Robert H.; Geranios, Christine A.; Keller, Jonathan E.; Moore, David E.

    This digest summarizes a larger document of the same title which examines early intervention programs providing services and resources to encourage low-income/minority youth to finish high school and enter college. It notes provisions of federal law which encourage such programs and the unifying mission of the National Early Intervention…

  15. Determination of Preservice Special Education Teachers' Views on Early Childhood Intervention

    ERIC Educational Resources Information Center

    Baglama, Basak; Demirok, Mukaddes Sakalli

    2016-01-01

    Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with…

  16. K-6 Early Intervention Project: Evaluation of the First Year of Implementation.

    ERIC Educational Resources Information Center

    McDaid, Janet L.

    California's K-6 Early Intervention Project was established in 1986 under the authority of California Assembly Bill 1535, Pilot Project on Hyperactivity, to provide a system of early identification and assistance to children in kindergarten through grade 6 whose behavior problems interfere with learning. This report contains evaluation findings…

  17. Early Hearing Detection and Intervention in Developing Countries: Current Status and Prospects

    ERIC Educational Resources Information Center

    Olusanya, Bolajoko O.

    2006-01-01

    Infant hearing screening is emerging rapidly as a silent global revolution for the early detection of children with congenital or early onset hearing loss to ensure timely enrollment in family-oriented intervention programs for the development of spoken language. This article examines the overriding and interrelated scientific, ethical and…

  18. Applying Contemporary Developmental and Movement Science Theories and Evidence to Early Intervention Practice

    ERIC Educational Resources Information Center

    Hickman, Robbin; McCoy, Sarah Westcott; Long, Toby M.; Rauh, Mitchell J.

    2011-01-01

    Changes in early childhood science, theory, and best practices for improving outcomes of children with motor delay or dysfunction and their families have evolved rapidly since EI began. Changes in daily early intervention (EI) practice have been more elusive. Closing the gap between knowledge and practice requires EI providers to piece together…

  19. Systematic review of early surgery for chronic pancreatitis: impact on pain, pancreatic function, and re-intervention.

    PubMed

    Yang, Catherine J; Bliss, Lindsay A; Schapira, Emily F; Freedman, Steven D; Ng, Sing Chau; Windsor, John A; Tseng, Jennifer F

    2014-10-01

    Surgical intervention has traditionally been reserved as the last management option for pain in chronic pancreatitis. Recently, there has been a call for surgery to be offered earlier in the disease process. The objectives of this review were to evaluate the effect of early surgery on postoperative pain, pancreatic function, and re-intervention rates in chronic pancreatitis. A systematic literature search through EMBASE, Cochrane Review, and PubMed from January 1950 to January 2014 was conducted. Citations found in relevant papers are hand-searched. Data which could be pooled were analyzed using Revman (v5.2). Risk of bias analysis was conducted. Of the 2,886 potentially eligible studies identified, 11 studies met the inclusion criteria. There was large heterogeneity in the study designs, and studies were conducted over a lengthy time span. Seven studies examined pain, three studies examined pancreatic function, and three studies examined rates of re-intervention. Meta-analysis of the three studies with comparative raw data regarding complete pain relief showed that early surgery was associated with an increased likelihood of complete postoperative pain relief (RR = 1.67, 95% CI 1.09-2.56, p = 0.02). Early surgery was also associated with reduced risk of pancreatic insufficiency and low re-intervention rates. Data from this study supports considering early surgery for pain management in patients with chronic pancreatitis, with the potential of a reduced risk of pancreatic insufficiency and the need for further intervention. Further prospective randomized studies are warranted comparing early surgery against conservative step-up approaches.

  20. Early Childhood Intervention and Early Adolescent Social and Emotional Competence: Second-Generation Evaluation Evidence from the Chicago Longitudinal Study

    ERIC Educational Resources Information Center

    Niles, Michael D.; Reynolds, Arthur J.; Roe-Sepowitz, Dominique

    2008-01-01

    Background: To explore whether social or emotional outcomes for high-risk early adolescent youth that attended an established preventive intervention called the Chicago Child-Parent Center Preschool Program (CPC) are moderated by individual, family and program variations. Purpose: Two questions are addressed: (1) Do the effects of CPC preschool…

  1. Assessment in Early Intervention and Early Childhood Special Education: Building on the Past to Project into Our Future.

    ERIC Educational Resources Information Center

    McConnell, Scott R.

    2000-01-01

    This article discusses three future directions of early childhood assessment: attention to assessment of progress and growth, adaptation of methods typically associated with ecobehavioral research to assess environmental conditions that affect performance, and continued integration and linkage of assessment and intervention, which will yield more…

  2. Active Early: one-year policy intervention to increase physical activity among early care and education programs in Wisconsin.

    PubMed

    LaRowe, Tara L; Tomayko, Emily J; Meinen, Amy M; Hoiting, Jill; Saxler, Courtney; Cullen, Bridget

    2016-07-20

    Early childcare and education (ECE) is a prime setting for obesity prevention and the establishment of healthy behaviors. The objective of this quasi-experimental study was to examine the efficacy of the Active Early guide, which includes evidenced-based approaches, provider resources, and training, to improve physical activity opportunities through structured (i.e. teacher-led) activity and environmental changes thereby increasing physical activity among children, ages 2-5 years, in the ECE setting. Twenty ECE programs in Wisconsin, 7 family and 13 group, were included. An 80-page guide, Active Early, was developed by experts and statewide partners in the fields of ECE, public health, and physical activity and was revised by ECE providers prior to implementation. Over 12 months, ECE programs received on-site training and technical assistance to implement the strategies and resources provided in the Active Early guide. Main outcome measures included observed minutes of teacher-led physical activity, physical activity environment measured by the Environment and Policy Assessment and Observation (EPAO) instrument, and child physical activity levels via accelerometry. All measures were collected at baseline, 6 months, and 12 months and were analyzed for changes over time. Observed teacher-led physical activity significantly increased from 30.9 ± 22.7 min at baseline to 82.3 ± 41.3 min at 12 months. The change in percent time children spent in sedentary activity decreased significantly after 12 months (-4.4 ± 14.2 % time, -29.2 ± 2.6 min, p < 0.02). Additionally, as teacher led-activity increased, percent time children were sedentary decreased (r = -0.37, p < 0.05) and percent time spent in light physical activity increased (r = 0.35, p < 0.05). Among all ECE programs, the physical activity environment improved significantly as indicated by multiple sub-scales of the EPAO; scores showing the greatest increases were the

  3. Behavioural and skill-based early interventions in children with autism spectrum disorders.

    PubMed

    Weinmann, Stefan; Schwarzbach, Christoph; Begemann, Matthias; Roll, Stephanie; Vauth, Christoph; Willich, Stefan N; Greiner, Wolfgang

    2009-07-29

    Autism spectrum disorders (ASD) comprise typical or infantile autism (Kanner syndrome), Asperger's disorder and atypical autism or pervasive developmental disorder - not otherwise specified. The syndrome is characterized by deficits in (1) verbal and nonverbal communication, (2) reciprocal social interaction and (3) repetitive patterns of behaviour, interests and activities. Early behavioural interventions are based on learning theory and behaviour therapy. They take into account specific deficits in perception, emotional reactions, social interaction and communication. In Germany, these comprehensive models are not widely evaluated and implemented. What are the clinical effectiveness and safety of early behavioural or skills-based early interventions in autism compared to other interventions or to treatment as usual?What are specific factors responsible for the effectiveness?What are the cost-effectiveness and cost consequences of different early interventions in autism?Which legal, social and ethical aspects are relevant with regard to the implementation of the respective interventions in persons with autism? Following a systematic review of the literature, controlled studies on early behavioural or skills-based interventions published since 2000 in English or German with children until the age of twelve are included and critically appraised. Studies must have at least ten participants per intervention group. In total, 15 publications based on 14 studies, eight systematic reviews and one health economic study are included. Most studies evaluate early interventions based upon the Lovaas model (Early intensive behavioural treatment (EIBT), Applied behavioural analysis (ABA)). Other evaluate pragmatic interventions or interventions based on other theoretical models like specific parent interventions, responsive education and prelinguistic milieu teaching, joint attention, symbolic play, and picture exchange communication system. Behaviour analytic interventions

  4. Behavioural and skill-based early interventions in children with autism spectrum disorders

    PubMed Central

    Weinmann, Stefan; Schwarzbach, Christoph; Begemann, Matthias; Roll, Stephanie; Vauth, Christoph; Willich, Stefan N.; Greiner, Wolfgang

    2009-01-01

    Introduction Autism spectrum disorders (ASD) comprise typical or infantile autism (Kanner syndrome), Asperger’s disorder and atypical autism or pervasive developmental disorder - not otherwise specified. The syndrome is characterized by deficits in (1) verbal and nonverbal communication, (2) reciprocal social interaction and (3) repetitive patterns of behaviour, interests and activities. Early behavioural interventions are based on learning theory and behaviour therapy. They take into account specific deficits in perception, emotional reactions, social interaction and communication. In Germany, these comprehensive models are not widely evaluated and implemented. Research questions What are the clinical effectiveness and safety of early behavioural or skills-based early interventions in autism compared to other interventions or to treatment as usual? What are specific factors responsible for the effectiveness? What are the cost-effectiveness and cost consequences of different early interventions in autism? Which legal, social and ethical aspects are relevant with regard to the implementation of the respective interventions in persons with autism? Methods Following a systematic review of the literature, controlled studies on early behavioural or skills-based interventions published since 2000 in English or German with children until the age of twelve are included and critically appraised. Studies must have at least ten participants per intervention group. Results In total, 15 publications based on 14 studies, eight systematic reviews and one health economic study are included. Most studies evaluate early interventions based upon the Lovaas model (Early intensive behavioural treatment (EIBT), Applied behavioural analysis (ABA)). Other evaluate pragmatic interventions or interventions based on other theoretical models like specific parent interventions, responsive education and prelinguistic milieu teaching, joint attention, symbolic play, and picture exchange

  5. The early intervention message: perspectives of parents of children with autism spectrum disorder.

    PubMed

    Edwards, A; Brebner, C; McCormack, P; MacDougall, C

    2017-03-01

    There is strong evidence that early intervention (EI) can improve outcomes for children with autism spectrum disorder (ASD), and consequently, the importance of EI has been widely promoted to families of children with ASD. However, the perspectives of parents of children with ASD regarding the EI message have not been widely examined. This study used qualitative methods to explore parental perspectives on the EI message. Semi-structured interviews were undertaken with 14 participants from 12 family units to explore the perspectives of parents of children with ASD on the EI message. Thematic analysis was undertaken on the data. Three central themes were constructed following data analysis: (i) parents' initial perceptions of EI following their child's diagnosis with ASD; (ii) the consequences (both positive and negative) of the EI message; and (iii) parents' perspectives on life after EI. The results of this study indicated that parents were acutely aware of the importance of EI, and although this provided parents with hope immediately post-diagnosis, it also placed pressure on parental decision-making regarding which intervention approaches to access for their children with ASD. The results of this study highlight the importance of carefully considering how health messages, specifically the importance of EI, are communicated to families of children with ASD. Furthermore, the findings of this study also highlight the need for allied health professionals to communicate openly with parents about the anticipated outcomes of EI programmes. © 2016 John Wiley & Sons Ltd.

  6. Barriers and facilitators to implementing family support and education in Early Psychosis Intervention programmes: A systematic review.

    PubMed

    Selick, Avra; Durbin, Janet; Vu, Nhi; O'Connor, Karen; Volpe, Tiziana; Lin, Elizabeth

    2017-10-01

    Family support is a core component of the Early Psychosis Intervention (EPI) model, yet it continues to have relatively low rates of implementation in practice. This paper reports results of a literature review on facilitators and barriers to delivering family interventions in EPI programmes. A search was conducted of 4 electronic databases, Medline, EMBASE, PsycINFO and Joanna Briggs, from 2000 to 2015 using terms related to early onset psychosis, family work and implementation. Four thousand four hundred and two unique studies were identified, 7 of which met inclusion criteria. Barriers and facilitators were coded and aggregated to higher-level themes using a consensus approach. Five of 7 studies examined structured multifamily psychoeducation. Uptake by families was affected by: family/client interest and readiness to participate; ability to access supports; and support needs/preferences. Implementation by programmes was affected by staff access to training and resources to provide family support. A key finding across the identified studies was that families have different needs and preferences regarding the timing, length, intensity and content of the intervention. One size does not fit all and many families do not require the intensive psychoeducational programmes typically provided. The reviewed literature suggests that flexible, tiered approaches to care may better meet family needs and increase rates of uptake of family support. However, more research is needed on the effectiveness of different models of family support in early psychosis and how they can be successfully implemented. © 2017 John Wiley & Sons Australia, Ltd.

  7. A Novel Way to Measure and Predict Development: A Heuristic Approach to Facilitate the Early Detection of Neurodevelopmental Disorders.

    PubMed

    Marschik, Peter B; Pokorny, Florian B; Peharz, Robert; Zhang, Dajie; O'Muircheartaigh, Jonathan; Roeyers, Herbert; Bölte, Sven; Spittle, Alicia J; Urlesberger, Berndt; Schuller, Björn; Poustka, Luise; Ozonoff, Sally; Pernkopf, Franz; Pock, Thomas; Tammimies, Kristiina; Enzinger, Christian; Krieber, Magdalena; Tomantschger, Iris; Bartl-Pokorny, Katrin D; Sigafoos, Jeff; Roche, Laura; Esposito, Gianluca; Gugatschka, Markus; Nielsen-Saines, Karin; Einspieler, Christa; Kaufmann, Walter E

    2017-05-01

    Substantial research exists focusing on the various aspects and domains of early human development. However, there is a clear blind spot in early postnatal development when dealing with neurodevelopmental disorders, especially those that manifest themselves clinically only in late infancy or even in childhood. This early developmental period may represent an important timeframe to study these disorders but has historically received far less research attention. We believe that only a comprehensive interdisciplinary approach will enable us to detect and delineate specific parameters for specific neurodevelopmental disorders at a very early age to improve early detection/diagnosis, enable prospective studies and eventually facilitate randomised trials of early intervention. In this article, we propose a dynamic framework for characterising neurofunctional biomarkers associated with specific disorders in the development of infants and children. We have named this automated detection 'Fingerprint Model', suggesting one possible approach to accurately and early identify neurodevelopmental disorders.

  8. Early intervention for late-onset ornithine transcarbamylase deficiency.

    PubMed

    Fujisawa, Daisuke; Mitsubuchi, Hiroshi; Matsumoto, Shirou; Iwai, Masanori; Nakamura, Kimitoshi; Hoshide, Ryuji; Harada, Nawomi; Yoshino, Makoto; Endo, Fumio

    2015-01-01

    We report the case of a family with late-onset ornithine transcarbamylase deficiency (OTCD). Several family members had died from OTCD, and the c.221G>A, p.Lys221Lys mutation was detected at the 3' end of exon 6 of OTC in the X-chromosome of some members. We provided genetic counseling on pregnancy, delivery, and neonate management to a 4th-generation female carrier and decided on metabolic management of her child from birth. Two male patients were diagnosed with late-onset OTCD on the basis of blood amino acid and genetic analysis, and they received arginine supplementation from the asymptomatic, early neonatal period. These children grew and developed normally, without decompensation. Patients with late-onset OTCD can and should be diagnosed and treated in the early neonatal period, especially those from families already diagnosed with late-onset OTCD, and family members must be provided with genetic counseling. © 2015 Japan Pediatric Society.

  9. Early intervention services of children with physical disabilities: complexity of child and family needs.

    PubMed

    Ziviani, Jenny; Darlington, Yvonne; Feeney, Rachel; Rodger, Sylvia; Watter, Pauline

    2014-04-01

    To gain insight into the special issues confronting parents when accessing early intervention for children with physical disabilities where child and/or family characteristics indicate complex needs within the unique Australian context. Qualitative interviews with families receiving early intervention for their children with physical disabilities (N=10). Families with complex circumstances such as having children with high support needs, those from culturally and linguistically diverse backgrounds, and single-parent families were recruited to the study. Families where parents had mental or health issues, parents/other family members had an identified disability, and/or where families lived in regional or rural locations were also purposively sampled. Participants highlighted issues around (i) the nature of early intervention services provided; (ii) the ways in which services were structured; and (ii) managing their child's needs/planning into the future. Parents stressed the importance of having access to a variety of early intervention services aside from therapy. They also emphasised the need for greater clarity about what to expect from services, the intensity of therapy, other services they could access and how long they would be able to receive these. Despite their complex circumstances and needs, participants' experiences of accessing early intervention services were largely consistent with the broader research literature. Of the parents interviewed, those with health problems and single mothers expressed most apprehension about managing their child's needs and planning for the future. © 2013 Occupational Therapy Australia.

  10. A Learning Progressions Approach to Early Algebra Research and Practice

    ERIC Educational Resources Information Center

    Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Knuth, Eric

    2015-01-01

    We detail a learning progressions approach to early algebra research and how existing work around learning progressions and trajectories in mathematics and science education has informed our development of a four-component theoretical framework consisting of: a curricular progression of learning goals across big algebraic ideas; an instructional…

  11. Early Educational Intervention, Early Cumulative Risk, and the Early Home Environment as Predictors of Young Adult Outcomes Within a High-Risk Sample

    PubMed Central

    Pungello, Elizabeth P.; Kainz, Kirsten; Burchinal, Margaret; Wasik, Barbara H.; Sparling, Joseph J.; Ramey, Craig T.; Campbell, Frances A.

    2009-01-01

    The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment, attending college, and skilled employment; negative effects of risk were found for education attainment, graduating high school, being employed and avoiding teen parenthood. The home mediated the effects of risk for graduating high school, but not being employed or teen parenthood. Evidence for moderated mediation was found for educational attainment; the home mediated the association between risk and educational attainment for the control group, but not the treated group. PMID:20331676

  12. Strength of obesity prevention interventions in early care and education settings: A systematic review.

    PubMed

    Ward, Dianne S; Welker, Emily; Choate, Ashley; Henderson, Kathryn E; Lott, Megan; Tovar, Alison; Wilson, Amanda; Sallis, James F

    2017-02-01

    2010-2015; INTERNATIONAL: Given the high levels of obesity in young children, numbers of children in out-of-home care, and data suggesting a link between early care and education (ECE) participation and overweight/obesity, obesity prevention in ECE settings is critical. As the field has progressed, a number of interventions have been reviewed yet there is a need to summarize the data using more sophisticated analyses to answer questions on the effectiveness of interventions. We conducted a systematic review of obesity prevention interventions in center-based ECE settings published between 2010 and 2015. Our goal was to identify promising intervention characteristics associated with successful behavioral and anthropometric outcomes. A rigorous search strategy resulted in 43 interventions that met inclusion criteria. We developed a coding strategy to assess intervention strength, used a validated study quality assessment tool, and presented detailed descriptive information about interventions (e.g., target behaviors, intervention strategies, and mode of delivery). Intervention strength was positively correlated with reporting of positive anthropometric outcomes for physical activity, diet, and combined interventions, and parent engagement components increased the strength of these relationships. Study quality was modestly related to percent successful healthy eating outcomes. Relationships between intervention strength and behavioral outcomes demonstrated negative relationships for all behavioral outcomes. Specific components of intervention strength (number of intervention strategies, potential impact of strategies, frequency of use, and duration of intervention) were correlated with some of the anthropometric and parent engagement outcomes. The review provided tentative evidence that multi-component, multi-level ECE interventions with parental engagement are most likely to be effective with anthropometric outcomes. Copyright © 2016 Elsevier Inc. All rights

  13. The Abuse Intervention Model: A Pragmatic Approach to Intervention for Elder Mistreatment.

    PubMed

    Mosqueda, Laura; Burnight, Kerry; Gironda, Melanie W; Moore, Alison A; Robinson, Jehni; Olsen, Bonnie

    2016-09-01

    Ten percent of older adults experience elder mistreatment, and it is much more common in older adults with dementia. It is associated with higher rates of psychological distress, hospitalization, and death and, in the United States, costs billions of dollars each year. Although elder mistreatment is relatively common and costly, it is estimated that fewer than 10% of instances of elder mistreatment are reported. Given these data, there is a great need for research on interventions to mitigate elder mistreatment and for a practical model or framework to use in approaching such interventions. Although many theories have been proposed, adapted, and applied to understand elder mistreatment, there has not been a simple, coherent framework of known risk factors of the victim, perpetrator, and environment that applies to all types of abuse. This article presents a new model to examine the multidimensional and complex relationships between risk factors. Theories of elder mistreatment, research on risk factors for elder mistreatment, and 10 years of experience of faculty and staff at an Elder Abuse Forensics Center who have investigated more than 1,000 cases of elder mistreatment inform this model. It is hoped that this model, the Abuse Intervention Model, will be used to study and intervene in elder mistreatment. © 2016, Copyright the Authors Journal compilation © 2016, The American Geriatrics Society.

  14. A 3-arm randomized controlled trial on the effects of dance movement intervention and exercises on elderly with early dementia.

    PubMed

    Ho, Rainbow Tin Hung; Cheung, Jacob Kai Ki; Chan, Wai Chi; Cheung, Irene Kit Man; Lam, Linda Chiu Wah

    2015-10-19

    Dementia is characterized by a progressive decline and deterioration of brain regions such as memory, spatial navigation and language, along with disturbances in daily functioning. Non-pharmacological interventions that offer a holistic approach by targeting cognitive functioning, prognosis and the psychological and social effects of dementia require rigorous investigation. The well-established benefits of physical activity for cognitive functioning and psychological support in dementia have been observed with dance-movement intervention. There is substantial evidence that dance-movement interventions provide emotional and social advantages. Thus, a randomized controlled trial (RCT) is planned to investigate the positive effects of a dance movement intervention, compared with mild physical exercise, on the physical and psychological well-being of elderly Chinese individuals with early dementia. A 3-arm RCT with waitlist control design will be used in this study. Two hundred and one elderly participants with very mild to mild dementia will be screened and randomized into the following groups: (i) dance movement based intervention, (ii) stretching and exercise intervention and (iii) no intervention waitlist-control group. The two intervention groups will receive a 1-h intervention, twice a week, for 12 weeks. The participants will be assessed four times over the course of 12 months: baseline before randomization, post-intervention (3 months), 6 months from baseline and 12 months from baseline. The primary outcomes will be compared between assessment points and between groups on neuropsychiatric symptoms, psychosocial well-being and cognitive and daily functioning. Secondary outcomes will assess the changes in salivary cortisol levels and their relationships with the primary outcome measures. This study will provide substantial evidence of the efficacy of a dance-movement-based intervention in slowing down dementia progression, due to its ability to act as a

  15. Probiotics in early life: a preventative and treatment approach.

    PubMed

    Hashemi, Ashkan; Villa, Christopher R; Comelli, Elena M

    2016-04-01

    Microbial colonization of the infant gut plays a key role in immunological and metabolic pathways impacting human health. Since the maturation of the gut microbiota coincides with early life development, failure to develop a health compatible microbiota composition may result in pathology and disease in later life. Probiotics are live microorganisms that, when administered in adequate amounts, confer a health benefit on the host. Maternal transfer of microorganisms is possible during pregnancy and lactation, and the mother's diet and microbiota can influence that of her offspring. Furthermore, pre-term birth, Caesarean section birth, formula feeding, antibiotic use, and malnutrition have been linked to dysbiosis, which in turn is associated with several pathologies such as necrotizing enterocolitis, inflammatory bowel diseases, antibiotic associated diarrhea, colic, and allergies. Thus, early life should represent a preferred stage of life for probiotic interventions. In this context, they could be regarded as a means to 'program' the individual for health maintenance, in order to prevent pathologies associated with dysbiosis. In order to elucidate the mechanisms underlying the benefits of probiotic administration, pre-clinical studies have been conducted and found an array of positive results such as improved microbial composition, intestinal maturation, decreased pathogenic load and infections, and improved immune response. Moreover, specific probiotic strains administered during the perinatal period have shown promise in attenuating severity of necrotizing enterocolitis. The mechanisms elucidated suggest that probiotic interventions in early life can be envisaged for disease prevention in both healthy offspring and offspring at risk of chronic disease.

  16. "It's Just So Lovely to Hear Him Talking": Exploring the Early-Intervention Expectations and Experiences of Parents

    ERIC Educational Resources Information Center

    Lyons, Rena; O'Malley, Mary Pat; O'Connor, Patricia; Monaghan, Una

    2010-01-01

    Little research to date explores parental experiences of early intervention. This study uses action research over a six-month period to explore the expectations and experiences of parents whose children attended an early-intervention group for speech/language impairments. This intervention programme was facilitated by a speech and language…

  17. A tailored intervention to promote uptake of retinal screening among young adults with type 2 diabetes - an intervention mapping approach.

    PubMed

    Lake, Amelia J; Browne, Jessica L; Abraham, Charles; Tumino, Dee; Hines, Carolyn; Rees, Gwyneth; Speight, Jane

    2018-05-31

    Young adults (18-39 years) with type 2 diabetes are at risk of early development and rapid progression of diabetic retinopathy, a leading cause of vision loss and blindness in working-age adults. Retinal screening is key to the early detection of diabetic retinopathy, with risk of vision loss significantly reduced by timely treatment thereafter. Despite this, retinal screening rates are low among this at-risk group. The objective of this study was to develop a theoretically-grounded, evidence-based retinal screening promotion leaflet, tailored to young adults with type 2 diabetes. Utilising the six steps of Intervention Mapping, our multidisciplinary planning team conducted a mixed-methods needs assessment (Step 1); identified modifiable behavioural determinants of screening behaviour and constructed a matrix of change objectives (Step 2); designed, reviewed and debriefed leaflet content with stakeholders (Steps 3 and 4); and developed program implementation and evaluation plans (Steps 5 and 6). Step 1 included in-depth qualitative interviews (N = 10) and an online survey that recruited a nationally-representative sample (N = 227), both informed by literature review. The needs assessment highlighted the crucial roles of knowledge (about diabetic retinopathy and screening), perception of personal risk, awareness of the approval of significant others and engagement with healthcare team, on retinal screening intentions and uptake. In Step 2, we selected five modifiable behavioural determinants to be targeted: knowledge, attitudes, normative beliefs, intention, and behavioural skills. In Steps 3 and 4, the "Who is looking after your eyes?" leaflet was developed, containing persuasive messages targeting each determinant and utilising engaging, cohort-appropriate imagery. In Steps 5 and 6, we planned Statewide implementation and designed a randomised controlled trial to evaluate the leaflet. This research provides an example of a systematic, evidence

  18. School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions.

    PubMed

    Vinen, Zoe; Clark, Megan; Paynter, Jessica; Dissanayake, Cheryl

    2018-05-01

    This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age.

  19. Psychosocial Interventions in Reducing Cannabis Use in Early Phase Psychosis: A Canadian Survey of Treatments Offered.

    PubMed

    Aydin, Cristina; Tibbo, Philip G; Ursuliak, Zenovia

    2016-06-01

    Cannabis use in people with early phase psychosis (EPP) can have a significant impact on long-term outcomes. The purpose of this investigation was to describe current cannabis use treatment practices in English-speaking early intervention services (EISs) in Canada and determine if their services are informed by available evidence. Thirty-five Canadian English-speaking EISs for psychosis were approached to complete a survey through email, facsimile, or online in order to collect information regarding their current cannabis use treatment practices. Data were acquired from 27 of the 35 (78%) programs approached. Only 12% of EISs offered formal services that targeted cannabis use, whereas the majority (63%) of EISs offered informal services for all substance use, not specifically cannabis. In programs with informal services, individual patient psychoeducation (86%) was slightly more common than individual motivational interviewing (MI) (76%) followed by group patient psychoeducation (52%) and information handouts (52%). Thirty-seven percent of EISs offered formal services for substance use, and compared to programs with informal services, more MI, cognitive-behavioural therapy, and family services were offered, with individual treatment modalities more common than groups. No EISs used contingency management, even though it has some preliminary evidence in chronic populations. Evidence-based service implementation barriers included appropriate training and administrative support. While most English-speaking Canadian EIS programs offer individual MI and psychoeducation, which is in line with the available literature, there is room for improvement in cannabis treatment services based on current evidence for both people with EPP and their families. © The Author(s) 2016.

  20. From computer-assisted intervention research to clinical impact: The need for a holistic approach.

    PubMed

    Ourselin, Sébastien; Emberton, Mark; Vercauteren, Tom

    2016-10-01

    The early days of the field of medical image computing (MIC) and computer-assisted intervention (CAI), when publishing a strong self-contained methodological algorithm was enough to produce impact, are over. As a community, we now have substantial responsibility to translate our scientific progresses into improved patient care. In the field of computer-assisted interventions, the emphasis is also shifting from the mere use of well-known established imaging modalities and position trackers to the design and combination of innovative sensing, elaborate computational models and fine-grained clinical workflow analysis to create devices with unprecedented capabilities. The barriers to translating such devices in the complex and understandably heavily regulated surgical and interventional environment can seem daunting. Whether we leave the translation task mostly to our industrial partners or welcome, as researchers, an important share of it is up to us. We argue that embracing the complexity of surgical and interventional sciences is mandatory to the evolution of the field. Being able to do so requires large-scale infrastructure and a critical mass of expertise that very few research centres have. In this paper, we emphasise the need for a holistic approach to computer-assisted interventions where clinical, scientific, engineering and regulatory expertise are combined as a means of moving towards clinical impact. To ensure that the breadth of infrastructure and expertise required for translational computer-assisted intervention research does not lead to a situation where the field advances only thanks to a handful of exceptionally large research centres, we also advocate that solutions need to be designed to lower the barriers to entry. Inspired by fields such as particle physics and astronomy, we claim that centralised very large innovation centres with state of the art technology and health technology assessment capabilities backed by core support staff and open

  1. An Evaluation of Virtual Home Visits in Early Intervention: Feasibility of "Virtual Intervention"

    ERIC Educational Resources Information Center

    Olsen, Sue; Fiechtl, Barbara; Rule, Sarah

    2012-01-01

    The provision of consistent high quality home- and community-based services to children with disabilities living in rural and frontier areas is a challenge. Distance, weather, geographic terrain (mountains, canyons), and shortages of pediatric early interventionists are among the challenges to ensuring appropriate and equitable services.…

  2. Acceptability Ratings of Language Interventions and Reasoning as Described by Early Childhood Special Education Teachers

    ERIC Educational Resources Information Center

    Turan, Yasemin

    2012-01-01

    This study utilised a structured analogue method to evaluate factors which impact preschool teachers' preference for language interventions. These factors included type of treatment approach (naturalistic versus therapeutic), person delivering the intervention (classroom teacher versus speech and language pathologist), and severity of language…

  3. A Life Participation Approach to Primary Progressive Aphasia Intervention.

    PubMed

    Rogalski, Emily J; Khayum, Becky

    2018-07-01

    Primary progressive aphasia (PPA) is a clinical neurodegenerative dementia syndrome characterized by deficits in spoken and written word retrieval, word usage, and/or word comprehension. Currently, there are no effective treatments to reverse or halt the underlying disease process; however, speech-language therapy may be helpful. The Communication Bridge Care Model was developed to address the unique communication and quality of life needs of individuals living with PPA. The core elements include person-centered care with dyadic instruction for disease education, and counseling, along with tailored levels of impairment- and compensatory-based communication strategy training. Our multicomponent approach incorporates guidance from the Life Participation Approach for Aphasia, including client-directed assessment and interventions that aim to maximize functional communication and participation in desired life activities. The direct and indirect use of technology is integrated into our tailored model of care to facilitate achievement of the client's functional goals. Here, we describe how to practically apply the Communication Bridge Care Model across treatment settings, including case examples from the Communication Bridge research study. This approach to care provides an opportunity to maximize communication effectiveness and quality of life for individuals living with PPA throughout the course of disease. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  4. The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviour

    PubMed Central

    Conti, Gabriella; Heckman, James; Pinto, Rodrigo

    2015-01-01

    This paper examines the long-term impacts on health and healthy behaviors of two of the oldest and most widely cited U.S. early childhood interventions evaluated by the method of randomization with long-term follow-up: the Perry Preschool Project (PPP) and the Carolina Abecedarian Project (ABC). There are pronounced gender effects strongly favoring boys, although there are also effects for girls. Dynamic mediation analyses show a significant role played by improved childhood traits, above and beyond the effects of experimentally enhanced adult socioeconomic status. These results show the potential of early life interventions for promoting health. PMID:28260805

  5. Effects of early support intervention on workplace ergonomics--a two-year followup study.

    PubMed

    Turja, Johanna; Kaleva, Simo; Kivistö, Marketta; Seitsamo, Jorma

    2012-01-01

    The purpose of the controlled longitudinal study was to determine the effect of a tailored early support intervention method on workers' workplace ergonomics. The main areas of the early support intervention were training, guidance and support for supervisors in finding weak signals of impaired ergonomics. Supervisors were also trained to bring up these weak signals in discussion with employees and to make necessary changes at the workplace. The data consisted of 301 intervention subjects and 235 control subjects working in the field of commerce. The questionnaires were carried out in 2008 and in 2010, and the response rates among both groups were 45%. We used multivariate repeated measures analysis of variance (MANOVA) to test the difference in the groups at two points of time. The main result was that in the areas of work environment, the interaction between group and time was statistically significant (p=0.0004). The work environment improved in the intervention group, but deteriorated in the control. Working methods improved due to the interventions, but physical load factors increased over time in both groups. According to the study, tailored early support intervention has a generally beneficial impact on workers' workplace ergonomics in the areas of work methods, work environment and accident factors.

  6. Improvements in maternal depression as a mediator of intervention effects on early childhood problem behavior

    PubMed Central

    Shaw, Daniel S.; Connell, Arin; Dishion, Thomas J.; Wilson, Melvin N.; Gardner, Frances

    2009-01-01

    Maternal depression has been consistently linked to the development of child problem behavior, particularly in early childhood, but few studies have examined whether reductions in maternal depression serve as a mediator in relation to changes associated with a family-based intervention. The current study addressed this issue with a sample of 731 families receiving services from a national food supplement and nutrition program. Families with toddlers between ages 2 and 3 were sereened and then randomized to a brief family intervention, the Family Check-Up, which included linked interventions that were tailored and adapted to the families needs. Follow-up intervention services were provided at age 3 and follow-up of child outcomes oecurred at ages 3 and 4. Latent growth models revealed intervention effects for early externalizing and internalizing problems from 2 to 4, and reductions in maternal depression from ages 2 to 3. In addition, reductions in maternal depression mediated improvements in both child externalizing and internalizing problem behavior after accounting for the potential mediating effects of improvements in positive parenting. The results are discussed with respect to targeting maternal depression in future intervention studies aimed at improving early child problem behavior. PMID:19338691

  7. A randomized controlled trial of two primary school intervention strategies to prevent early onset tobacco smoking.

    PubMed

    Storr, Carla L; Ialongo, Nicholas S; Kellam, Sheppard G; Anthony, James C

    2002-03-01

    In this article, we examine the impact of two universal, grade 1 preventive interventions on the onset of tobacco smoking as assessed in early adolescence. The classroom-centered (CC) intervention was designed to reduce the risk for tobacco smoking by enhancing teachers' behavior management skills in first grade and, thereby, reducing child attention problems and aggressive and shy behavior-known risk behaviors for later substance use. The family-school partnership (FSP) intervention targeted these early risk behaviors via improvements in parent-teacher communication and parents' child behavior management strategies. A cohort of 678 urban, predominately African-American, public school students were randomly assigned to one of three Grade 1 classrooms at entrance to primary school (age 6). One classroom featured the CC intervention, a second the FSP intervention, and the third served as a control classroom. Six years later, 81% of the students completed audio computer-assisted self-interviews. Relative to controls, a modest attenuation in the risk of smoking initiation was found for students who had been assigned to either the CC or FSP intervention classrooms (26% versus 33%) (adjusted relative risk for CC/control contrast=0.57, 95% confidence interval (CI), 0.34-0.96; adjusted relative risk for FSP/control contrast=0.69, 95% CI, 0.50-0.97). Results lend support to targeting the early antecedent risk behaviors for tobacco smoking.

  8. Defining and Predicting Patterns of Early Response in a Web-Based Intervention for Depression

    PubMed Central

    Arndt, Alice; Rubel, Julian; Berger, Thomas; Schröder, Johanna; Späth, Christina; Meyer, Björn; Greiner, Wolfgang; Gräfe, Viola; Hautzinger, Martin; Fuhr, Kristina; Rose, Matthias; Nolte, Sandra; Löwe, Bernd; Hohagen, Fritz; Klein, Jan Philipp; Moritz, Steffen

    2017-01-01

    Background Web-based interventions for individuals with depressive disorders have been a recent focus of research and may be an effective adjunct to face-to-face psychotherapy or pharmacological treatment. Objective The aim of our study was to examine the early change patterns in Web-based interventions to identify differential effects. Methods We applied piecewise growth mixture modeling (PGMM) to identify different latent classes of early change in individuals with mild-to-moderate depression (n=409) who underwent a CBT-based web intervention for depression. Results Overall, three latent classes were identified (N=409): Two early response classes (n=158, n=185) and one early deterioration class (n=66). Latent classes differed in terms of outcome (P<.001) and adherence (P=.03) in regard to the number of modules (number of modules with a duration of at least 10 minutes) and the number of assessments (P<.001), but not in regard to the overall amount of time using the system. Class membership significantly improved outcome prediction by 24.8% over patient intake characteristics (P<.001) and significantly added to the prediction of adherence (P=.04). Conclusions These findings suggest that in Web-based interventions outcome and adherence can be predicted by patterns of early change, which can inform treatment decisions and potentially help optimize the allocation of scarce clinical resources. PMID:28600278

  9. Early clinical outcomes of primary percutaneous coronary intervention in bharatpur, Nepal.

    PubMed

    Dubey, Laxman; Bhattacharya, Rabindra; Guruprasad, Sogunuu; Subramanyam, Gangapatnam

    2013-06-01

    Primary percutaneous coronary intervention represents one of the cornerstone management modalities for patients with acute ST-elevation myocardial infarction and has undergone tremendous growth over the past two decades. This study was aimed to determine the early clinical outcomes of primary percutaneous coronary interventions in a tertiary-level teaching hospital without onsite cardiac surgery backup. This was a prospective descriptive study which included all consecutive patients who were admitted for primary percutaneous coronary interventions between March 2011 and January 2013 at the College of Medical Sciences and Teaching Hospital, Bharatpur, Nepal. Total 68 patients underwent primary percutaneous coronary interventions as a mode of revascularization. The primary end point of the study was to identify in-hospital as well as 30-day clinical outcomes of primary percutaneous coronary interventions. The mean age was 56.31 ± 11.47 years, with age range of 32 years to 91 years. Of the 68 primary percutaneous coronary interventions performed, 15 (22.05%) were carried out in women and 10 (14.70%) in patients over 75 years of age. Primary percutaneous coronary intervention for anterior wall myocardial infarction was more common than for non-anterior wall myocardial infarction (55.88% vs. 44.12%). Proximal artery stenting was performed in 38.50% and the non proximal artery stenting in 61.50%. The outcomes were mortality (5.88%), cardiogenic shock (5.88%), contrast-induced nephropathy requiring dialysis (2.94%), arrhythmias requiring treatment (4.41%), early stent thrombosis (2.94%) and minor complications (14.70%). Primary percutaneous coronary intervention improves the early clinical outcomes in patient with acute ST-elevation myocardial infarction. Despite having no onsite cardiac surgery backup, primary percutaneous coronary intervention was feasible with acceptable complications in a tertiary-care teaching hospital.

  10. Intervention planning for a digital intervention for self-management of hypertension: a theory-, evidence- and person-based approach.

    PubMed

    Band, Rebecca; Bradbury, Katherine; Morton, Katherine; May, Carl; Michie, Susan; Mair, Frances S; Murray, Elizabeth; McManus, Richard J; Little, Paul; Yardley, Lucy

    2017-02-23

    This paper describes the intervention planning process for the Home and Online Management and Evaluation of Blood Pressure (HOME BP), a digital intervention to promote hypertension self-management. It illustrates how a Person-Based Approach can be integrated with theory- and evidence-based approaches. The Person-Based Approach to intervention development emphasises the use of qualitative research to ensure that the intervention is acceptable, persuasive, engaging and easy to implement. Our intervention planning process comprised two parallel, integrated work streams, which combined theory-, evidence- and person-based elements. The first work stream involved collating evidence from a mixed methods feasibility study, a systematic review and a synthesis of qualitative research. This evidence was analysed to identify likely barriers and facilitators to uptake and implementation as well as design features that should be incorporated in the HOME BP intervention. The second work stream used three complementary approaches to theoretical modelling: developing brief guiding principles for intervention design, causal modelling to map behaviour change techniques in the intervention onto the Behaviour Change Wheel and Normalisation Process Theory frameworks, and developing a logic model. The different elements of our integrated approach to intervention planning yielded important, complementary insights into how to design the intervention to maximise acceptability and ease of implementation by both patients and health professionals. From the primary and secondary evidence, we identified key barriers to overcome (such as patient and health professional concerns about side effects of escalating medication) and effective intervention ingredients (such as providing in-person support for making healthy behaviour changes). Our guiding principles highlighted unique design features that could address these issues (such as online reassurance and procedures for managing concerns). Causal

  11. Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

    ERIC Educational Resources Information Center

    Caldarella, Paul; Williams, Leslie; Hansen, Blake D.; Wills, Howard

    2015-01-01

    Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching…

  12. Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments

    PubMed Central

    Al Otaiba, Stephanie; Puranik, Cynthia; Zilkowski, Robin; Curran, Tricia

    2009-01-01

    This article reviews research examining the efficacy of early phonological interventions for young students identified with Speech or Language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings were generally positive, there were large individual differences in response to intervention. Further, there was little evidence that interventions enabled students to catch up in phonological or reading skills to typically developing peers. Methodological issues are described and implications for practice and future research are discussed. PMID:20161557

  13. Catalyzing Novel Approaches to Rapid, Accurate, and Affordable Early Cancer Detection.

    PubMed

    Dhar, Asif; Meagher, Beth; Ryscavage, Andrew

    Inspired by the Cancer Moonshot, a dedicated team of professionals worked with leaders across the cancer ecosystem to look for an opportunity to radically reduce cancer mortality globally by focusing on early cancer detection. After an initial survey of cancer innovation, progress, and pitfalls, the team believed that if new rapid, affordable, and accurate early detection solutions were appropriately brought to market, it would be possible to intervene earlier when cancer is most treatable.An extensive process began, informed by dozens of experts in the cancer ecosystem. The Cancer XPRIZE team designed a prize competition where "the winning team will develop a means to rapidly, accurately, and affordably screen for early cancers where intervention can reduce human suffering."The following outlines the Cancer XPRIZE's experience using a powerful approach-the radical prize design-to catch more cancers in time to make a difference saving lives, dollars, and suffering.

  14. Early augmented language intervention for children with developmental delays: potential secondary motor outcomes.

    PubMed

    Whitmore, Ani S; Romski, Mary Ann; Sevcik, Rose A

    2014-09-01

    This exploratory study examined the potential secondary outcome of an early augmented language intervention that incorporates speech-generating devices (SGD) on motor skill use for children with developmental delays. The data presented are from a longitudinal study by Romski and colleagues. Toddlers in the augmented language interventions were either required (Augmented Communication-Output; AC-O) or not required (Augmented Communication-Input; AC-I) to use the SGD to produce an augmented word. Three standardized assessments and five event-based coding schemes measured the participants' language abilities and motor skills. Toddlers in the AC-O intervention used more developmentally appropriate motor movements and became more accurate when using the SGD to communicate than toddlers in the AC-I intervention. AAC strategies, interventionist/parent support, motor learning opportunities, and physical feedback may all contribute to this secondary benefit of AAC interventions that use devices.

  15. An emotion regulation intervention to reduce risk behaviors among at-risk early adolescents

    PubMed Central

    Houck, Christopher D.; Hadley, Wendy; Barker, David; Brown, Larry K.; Hancock, Evan; Almy, Brandon

    2015-01-01

    This study aimed to evaluate an intervention designed to enhance early adolescents’ emotion regulation skill use and to decrease risk behaviors. Adolescents 12 to 14 years old (N = 420; 53% male) with mental health symptoms were referred for participation in either an Emotion Regulation (ER) or Health Promotion (HP) intervention consisting of twelve after-school sessions. Participants completed baseline and follow-up questionnaires on laptop computers. Using a generalized analysis of covariance controlling for baseline scores, participants in the ER intervention were less likely to be sexually active and engage in other risk behaviors, such as fighting, at the conclusion of the program. Additionally, participants in the ER intervention reported greater use of emotion regulation strategies and more favorable attitudes toward abstinence. Interventions directly targeting emotion regulation may be useful in addressing health risk behaviors of adolescents with mental health symptoms. PMID:26297499

  16. Does Early Mathematics Intervention Change the Processes Underlying Children’s Learning?

    PubMed Central

    Watts, Tyler W.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine; Bailey, Drew H.

    2017-01-01

    Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children’s mathematical development. We tested for separate effects of the intervention on “state” (occasion-specific) and “trait” (relatively stable) variability in mathematics achievement. Results indicated that, although the treatment had a large impact on state mathematics, the treatment had no effect on trait mathematics, or the aspect of mathematics achievement that influences stable individual differences in mathematics achievement over time. Results did suggest, however, that the intervention could affect the underlying processes in children’s mathematical development by inducing more transfer of knowledge immediately following the intervention for students in the treated group. PMID:29399243

  17. Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

    PubMed Central

    Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald

    2014-01-01

    The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A “business as usual” comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement Foundations for Literacy. Children’s hearing losses ranged from moderate to profound. Approximately half of the children had cochlear implants. All children had sufficient speech perception skills to identify referents of spoken words from closed sets of items. Teachers taught small groups of intervention children an hour a day, 4 days a week for the school year. From fall to spring, intervention children made significantly greater gains on tests of phonological awareness, letter–sound knowledge, and expressive vocabulary than did comparison children. In addition, intervention children showed significant increases in standard scores (based on hearing norms) on phonological awareness and vocabulary tests. This quasi-experimental study suggests that the intervention shows promise for improving early literacy skills of DHH children with functional hearing. PMID:25125456

  18. Early-Life Obesity Prevention: Critique of Intervention Trials During the First One Thousand Days.

    PubMed

    Reilly, John J; Martin, Anne; Hughes, Adrienne R

    2017-06-01

    To critique the evidence from recent and ongoing obesity prevention interventions in the first 1000 days in order to identify evidence gaps and weaknesses, and to make suggestions for more informative future intervention trials. Completed and ongoing intervention trials have had fairly modest effects, have been limited largely to high-income countries, and have used relatively short-term interventions and outcomes. Comparison of the evidence from completed prevention trials with the evidence from systematic reviews of behavioral risk factors shows that some life-course stages have been neglected (pre-conception and toddlerhood), and that interventions have neglected to target some important behavioral risk factors (maternal smoking during pregnancy, infant and child sleep). Finally, while obesity prevention interventions aim to modify body composition, few intervention trials have used body composition measures as outcomes, and this has limited their sensitivity to detect intervention effects. The new WHO Healthy Lifestyles Trajectory (HeLTI) initiative should address some of these weaknesses. Future early obesity prevention trials should be much more ambitious. They should, ideally: extend their interventions over the first 1000 days; have longer-term (childhood) outcomes, and improved outcome measures (body composition measures in addition to proxies for body composition such as the BMI for age); have greater emphasis on maternal smoking and child sleep; be global.

  19. Three year follow-up of an early childhood intervention: is movement skill sustained?

    PubMed

    Zask, Avigdor; Barnett, Lisa M; Rose, Lauren; Brooks, Lyndon O; Molyneux, Maxine; Hughes, Denise; Adams, Jillian; Salmon, Jo

    2012-10-22

    Movement skill competence (e.g. the ability to throw, run and kick) is a potentially important physical activity determinant. However, little is known about the long-term impact of interventions to improve movement skills in early childhood. This study aimed to determine whether intervention preschool children were still more skill proficient than controls three years after a 10 month movement skill focused intervention: 'Tooty Fruity Vegie in Preschools'. Children from 18 intervention and 13 control preschools in NSW, Australia were assessed at ages four (Time1), five (T2) and eight years (T3) for locomotor (run, gallop, hop, leap, horizontal jump, slide) and object control proficiency (strike, bounce, catch, kick, overhand throw, underhand roll) using the Test of Gross Motor Development-2. Multi-level object control and locomotor regression models were fitted with variables time, intervention (yes/no) and a time*intervention interaction. Both models added sex of child and retained if significant, in which case interactions of sex of child with other variables were modelled and retained. SPSS (Version 17.0) was used. Overall follow-up rate was 29% (163/560). Of the 137 students used in the regression models, 53% were female (n = 73). Intervention girls maintained their object control skill advantage in comparison to controls at T3 (p = .002), but intervention boys did not (p = .591). At T3, there were no longer intervention/control differences in locomotor skill (p = .801). Early childhood settings should implement movement skill interventions and more intensively target girls and object control skills.

  20. Three year follow-up of an early childhood intervention: is movement skill sustained?

    PubMed Central

    2012-01-01

    Background Movement skill competence (e.g. the ability to throw, run and kick) is a potentially important physical activity determinant. However, little is known about the long-term impact of interventions to improve movement skills in early childhood. This study aimed to determine whether intervention preschool children were still more skill proficient than controls three years after a 10 month movement skill focused intervention: ‘Tooty Fruity Vegie in Preschools’. Methods Children from 18 intervention and 13 control preschools in NSW, Australia were assessed at ages four (Time1), five (T2) and eight years (T3) for locomotor (run, gallop, hop, leap, horizontal jump, slide) and object control proficiency (strike, bounce, catch, kick, overhand throw, underhand roll) using the Test of Gross Motor Development-2. Multi-level object control and locomotor regression models were fitted with variables time, intervention (yes/no) and a time*intervention interaction. Both models added sex of child and retained if significant, in which case interactions of sex of child with other variables were modelled and retained. SPSS (Version 17.0) was used. Results Overall follow-up rate was 29% (163/560). Of the 137 students used in the regression models, 53% were female (n = 73). Intervention girls maintained their object control skill advantage in comparison to controls at T3 (p = .002), but intervention boys did not (p = .591). At T3, there were no longer intervention/control differences in locomotor skill (p = .801). Conclusion Early childhood settings should implement movement skill interventions and more intensively target girls and object control skills. PMID:23088707

  1. A Transdiagnostic Approach to Interventions in Addictive Disorders- Third wave therapies and other current interventions

    PubMed Central

    Narayanan, Gitanjali; Naaz, Shaima

    2018-01-01

    Recent research points to a shift from categorical diagnoses to a dimensional understanding of psychopathology and mental health disorders. In parallel, there has been a rise in newer psychosocial treatment modalities, which are inherently transdiagnostic. Transdiagnostic approaches are those that identify core vulnerabilities and apply universal principles to therapeutic treatment. As treatment of substance use disorders (SUD) must invariably accommodate such vulnerabilities, clinicians are finding such interventions useful. Therapies like Acceptance and Commitment Therapy (ACT), Dialectical Behavioural Therapy (DBT), Metacognitive Therapy, Mindfulness-Based Relapse Prevention (MBRP) use a transdiagnostic framework and are backed by evidence in the last 3-5 years. In this paper we first highlight the conceptual understanding of SUD through these frameworks and then discuss their clinical applications along with specific techniques that have been particularly useful with this population. PMID:29540925

  2. Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi.

    PubMed

    Pitchford, Nicola J

    2015-01-01

    Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1-3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1-3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child's developmental

  3. Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi

    PubMed Central

    Pitchford, Nicola J.

    2015-01-01

    Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child

  4. Using a Film Intervention in Early Addiction Treatment: a Qualitative Analysis of Process.

    PubMed

    Bjelland, Ingerid Elgesem; Johansen, Ayna; Darnell, Farnad; Brendryen, Håvar

    2017-10-01

    There is a need for knowledge about how self-help materials can be made useful in treatment for Substance Abuse Disorders (SUD), as a supplement to ongoing treatment, or as independent tools for change. In this study, we explored the use of self-help films in early addiction treatment, taking into account both patient and therapist perspectives, as well as dyadic functions. We explored how active mechanisms might be related to intervention format and implementation context. A secondary aim was to examine the potential mechanisms related to the specific content of the intervention: mindfulness and acceptance psychoeducation. A qualitative exploratory research design, including a general inductive analytic approach, constructivist grounded theory, and source triangulation features, was used to code and analyze interview material. Emerging themes were developed into concepts, and finally an operational model. Participants included 12 patients and 22 therapists, in in-/outpatient addiction clinics, all in urban areas of Norway. The purpose of the design was empirical grounding of developed concepts, to promote different potential user perspectives (patients' and therapists') and obtain process data. The core concept constructed, "Alliance as experiential process," gives a description of the data where patients and therapists accept or reject the film as a result of an experience process conceptualized as alliance formation. The alliance process model reflects the observation that patients constructed alliances autonomously, while therapists built alliances indirectly through their patients' experiences. Use of a self-help film may be a helpful adjunct to face-to-face therapy for patients who create a personally meaningful attachment to the film. Mindfulness/acceptance may offer one basic framework for such connection to take place.

  5. Early ACCESS Procedural Safeguards Manual for Parents (Parental Rights in Early Intervention)

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2006

    2006-01-01

    Early ACCESS is a partnership between families and their young children with special needs (birth to age three) and providers from the Iowa Departments of Education, Public Health, and Human Services and the University of Iowa Child Health Specialty Clinics, and other community agencies. The purpose of this partnership is to work together to…

  6. Early Intervention To Help Parents Manage Behavioural and Emotional Problems in Early Adolescents: What Parents Want.

    ERIC Educational Resources Information Center

    Ralph, Alan; Toumbourou, John Winston; Grigg, Morgen; Mulcahy, Rhiannon; Carr-Gregg, Michael; Sanders, Matthew R.

    2003-01-01

    Parents of 468 children aged between 12 and 14 participated in a survey of early adolescent behavior. Major undesirable behaviors experienced by parents were fighting with siblings, talking back to adults, moodiness, and school difficulties. Findings are discussed in the context of the challenge of designing and delivering effective early…

  7. Family Quality of Life for Families in Early Intervention in Spain

    ERIC Educational Resources Information Center

    Mas, Joana M.; Baqués, Natasha; Balcells-Balcells, Anna; Dalmau, Mariona; Giné, Climent; Gràcia, Marta; Vilaseca, Rosa

    2016-01-01

    Early intervention (EI) has been shown to be an essential resource for meeting the needs and priorities of children with intellectual and developmental disability and their families. The objective of this study was to examine (a) the perceived quality of life of families attending EI centers in Spain and (b) its relationship with characteristics…

  8. Family Quality of Life: A Key Outcome in Early Childhood Intervention Services--A Scoping Review

    ERIC Educational Resources Information Center

    Bhopti, Anoo; Brown, Ted; Lentin, Primrose

    2016-01-01

    A scoping review was conducted to identify factors influencing the quality of life of families of children with disability. The review also explored the scales used to measure family quality of life (FQOL) as an outcome in early childhood intervention services (ECIS). Multiple databases were searched from 2000 to 2013 to include studies pertinent…

  9. Peer-Mediated Intervention for Preschoolers with ASD Implemented in Early Childhood Education Settings

    ERIC Educational Resources Information Center

    Katz, Esther; Girolametto, Luigi

    2013-01-01

    The purpose of this study was to investigate the effects of peer intervention on the social interactions of children with autism spectrum disorder (ASD). In this model, a speech-language pathologist and three early childhood educators trained typically developing peers to engage children with ASD in play. Three preschool children with ASD and six…

  10. Long-Term Outcome of the Early Identification and Intervention of Reading Disabilities

    ERIC Educational Resources Information Center

    Partanen, Marita; Siegel, Linda S.

    2014-01-01

    This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5-6 years old) and Grade 7 (12-13 years old). Our results showed that 22% of children were identified as at-risk for reading deficits in Kindergarten, but only 6% of…

  11. Parental Perceptions of the Parent-Therapist Relationship: Effects on Outcomes of Early Intervention

    ERIC Educational Resources Information Center

    Broggi, Michelle B.; Sabatelli, Ronald

    2010-01-01

    Federal law mandates that early intervention (EI) programs provide care using a family-centered model. The purpose of this preliminary study was to investigate (a) the relationship that develops between physical therapists and parents during EI and (b) a possible link between this relationship and EI outcomes. Thirty-nine parents of children with…

  12. How Do We Assess Family Supports and Fairness in Early Intervention?

    ERIC Educational Resources Information Center

    Belcher, Harolyn M. E.; Hairston-Fuller, Tody C.; McFadden, Jenese

    2011-01-01

    Public Law 99-457 extended the landmark Public Law 94-142 legislation to include early intervention for infants and toddlers with or at-risk for development of developmental disabilities. Currently over 300,000 infants and toddlers and their families in the United States receive services through Part C of the Individuals with Disabilities…

  13. Professionals' Judgments of Peer Interaction Interventions: A Survey of Members of the Division for Early Childhood

    ERIC Educational Resources Information Center

    West, Tracy Newman; Brown, William H.; Grego, John M.; Johnson, Robert

    2007-01-01

    We surveyed a sample of the membership of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) with the Social Interaction Program Features Questionnaire-Revised (SIPFQ-R) to determine their judgments of the acceptability, feasibility, and current use of contemporary peer interaction intervention tactics and…

  14. Collaborative Practice in Early Childhood Intervention from the Perspectives of Service Providers

    ERIC Educational Resources Information Center

    Yang, Chih-Hung; Hossain, Syeda Zakia; Sitharthan, Gomathi

    2013-01-01

    Effective early childhood intervention (ECI) relies on collaboration among agencies, service providers, and families. Although previous literature has primarily focused on segments of collaboration within ECI service delivery, the actual process and how the adult stakeholders perceive and engage in collaborative practice have important…

  15. Care Coordination Practices among Illinois Pediatricians and Early Intervention Service Coordinators

    ERIC Educational Resources Information Center

    Baxter, Marissa

    2015-01-01

    Over the course of the past three decades, largely due to advances in technology, there has been growth in the fields of early intervention (EI) and pediatrics for infants/toddlers with special health care needs (SHCN). This growth has also brought about a change in the relationship between pediatricians and EI service coordinators, creating an…

  16. Formative Interventions in Leadership Development in Early Childhood Education: The Potential of Double Stimulation

    ERIC Educational Resources Information Center

    Nuttall, Joce; Thomas, Louise; Henderson, Linda

    2018-01-01

    This article critiques the usefulness of double stimulation, a key concept in Vygotskian analyses of human development, with leaders in early childhood services in Australia. A series of formative interventions was conducted to identify and address systemic tensions that were confounding leaders' attempts to realise a central object of activity in…

  17. Caregiver Coaching Strategies for Early Intervention Providers: Moving toward Operational Definitions

    ERIC Educational Resources Information Center

    Friedman, Mollie; Woods, Juliann; Salisbury, Christine

    2012-01-01

    Early intervention (EI) providers increasingly coach and collaborate with caregivers to strengthen and support caregiver-child interactions. The EI providers learning to coach other adults benefit from knowing what, exactly, they should do to support caregivers. This article serves two purposes. First, it proposes an operationally defined,…

  18. Teachers' Experiences of Georgia's Early Math Intervention Program: A Phenomenological Study

    ERIC Educational Resources Information Center

    Scott, Rachel Amanda Garner

    2016-01-01

    The purpose of this phenomenological study was to investigate the perceptions that K-5 teachers have toward Georgia's mandated Early Intervention Math Program (EIP) on at risk learners in an elementary school in a rural, North Georgia community. The following questions guided the study: 1. How do K-5 teachers describe their experience with…

  19. Birth-Related Posttraumatic Stress Disorder: Implications for Early Intervention Services

    ERIC Educational Resources Information Center

    Pizur-Barnekow, Kris; Doering, Jennifer J.; Willett, Marjorie; Ruminski, Christine; Spring, Molly

    2014-01-01

    The positive impact of healthy relationships on child development is widely accepted. A healthy relationship between mother and child is at risk when a mother experiences symptoms of birth-related posttraumatic stress disorder (PTSD). Mothers of children with special needs are at high risk for this disorder and early intervention (EI)…

  20. Parental Judgments of Early Childhood Intervention Personnel Practices: Applying a Consumer Science Perspective

    ERIC Educational Resources Information Center

    Bruder, Mary Beth; Dunst, Carl J.

    2015-01-01

    Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children's primary service providers. Parents were asked to make judgments of…