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Articles 1 - 30 of 47
Full-Text Articles in Education
Eds 702: The Young Child With Special Needs, Lingyu Li
Eds 702: The Young Child With Special Needs, Lingyu Li
Open Educational Resources
This introductory course addresses the concept of disability and the field of special education. It will also consider the social, cultural, and economic context surrounding the education of young children (birth to 8 years) with a wide range of developmental delays and disability conditions. Pertinent legislation, intervention with families, developing Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), and issues of advocacy will be studied within the context of the continuum of service delivery (home-based, center-based, and school-based interventions). (15 fieldwork hours required.)
Alternative Education Center Teachers' Experiences With Identifying Dyslexia Characteristics In Students: A Phenomenology, Natasha P. Peoples
Alternative Education Center Teachers' Experiences With Identifying Dyslexia Characteristics In Students: A Phenomenology, Natasha P. Peoples
Doctoral Dissertations and Projects
This phenomenological study explore the experiences of 10 participants teaching at a North Texas alternative education center, focusing on identifying dyslexia characteristics. The research is grounded in self-efficacy theory and phonological deficit theory, which both contribute to understanding lifelong effects of reading difficulties, particularly dyslexia. Self-efficacy theory emphasizes task-specific beliefs, while phonological deficit theory underscores the importance of accurate letter sound representation for a strong alphabetic foundation. Employing a phenomenological approach, the study gathers participants' perceptions, employing a triangulation method for data collection through interviews, questionnaires, and document analysis. Data analysis followed Moustakas' modification of the Van Kaam method to …
The Effectiveness Of Jasper Program Tasks For Early Intervention In Developing Children With Autism Spectrum Disorder Skills, Moza S. Aldarmaki Phd
The Effectiveness Of Jasper Program Tasks For Early Intervention In Developing Children With Autism Spectrum Disorder Skills, Moza S. Aldarmaki Phd
International Journal for Research in Education
The current study aims to use JASPER program components; joint attention, symbolic play, engagement, and regulation to develop the skills of children with autism and reduce the level of disorder. The study sample consisted of 7 children (3 males and 4 females) in addition to their mothers, the children were enrolled in one of the centers for people with disabilities in the United Arab Emirates. The chronological ages of the sample were between 6 to 8 years. The study used a set of tools to achieve the objectives of the study, including the scale of Jasper tasks for Early Intervention, …
Saudi Parents As Advocates For Their Young Children With Disabilities: Reflections On The Journey, Sadeem A. Alolayan
Saudi Parents As Advocates For Their Young Children With Disabilities: Reflections On The Journey, Sadeem A. Alolayan
USF Tampa Graduate Theses and Dissertations
Although special education advocates have played an essential role in obtaining rights for individuals with disabilities, there is still much unknown about their motivations, challenges, roles, and the meaning they made from their experiences. Research into Saudi parent advocates of children with disabilities and their complex daily life issues have seldom been investigated, with rare studies that focus solely on Saudi early intervention services needs and supports. This qualitative study aimed to explore the experiences of Saudi parents of children with developmental disabilities who are special education advocates in their communities. One of the goals of this study was to …
Early Intervention Speech-Language Pathologists’ Knowledge, Beliefs, And Practices Surrounding Culturally And Linguistically Responsive Assessment Practices For Dual Language Learners, Rebecca Lynne Jarzynski
Early Intervention Speech-Language Pathologists’ Knowledge, Beliefs, And Practices Surrounding Culturally And Linguistically Responsive Assessment Practices For Dual Language Learners, Rebecca Lynne Jarzynski
Graduate Research Theses & Dissertations
Early intervention (EI) speech-language pathologists (SLPs) are required to provide culturally and linguistically responsive assessments for dual language learners (DLLs) within an increasingly diverse population. Previous research has documented gaps between SLPs’ beliefs related to assessments for DLLs and their implementation of best practices within school-based and pediatric outpatient settings. The purpose of this present research study was to better understand the current knowledge, beliefs, and practices of EI SLPs in relation to the use of culturally and linguistically responsive assessment practices within the context of EI programs. A total of 134 EI SLPs completed a nationwide survey in which …
Addressing The Need For Training More School Psychologists To Serve Toddlers And Preschoolers With Autism Spectrum Disorders, Therese L. Mathews, Edward J. Daly Iii, Gina M. Kunz, Ashley M. Lugo, Paige Mcardle, Katy Menousek, Kevin A. Kupzyk
Addressing The Need For Training More School Psychologists To Serve Toddlers And Preschoolers With Autism Spectrum Disorders, Therese L. Mathews, Edward J. Daly Iii, Gina M. Kunz, Ashley M. Lugo, Paige Mcardle, Katy Menousek, Kevin A. Kupzyk
Department of Special Education and Communication Disorders: Faculty Publications
The prevalence of autism spectrum disorder (ASD) has risen significantly in the past two decades. Unfortunately, there is a shortage of mental health providers who have specialized training in delivering evidenced-based services to this population. Early intensive behavioral intervention (EIBI) is an evidenced-based treatment recommended for toddlers with ASD, and school psychologists are uniquely positioned to help children with ASD receive it. However, many school psychologists do not receive adequate training in this subspecialty. This paper makes recommendations to school psychology training programs about how to add or improve training in this subspecialty based on the results of an Office …
The Involvement Of Parents Of Students With Disabilities In Rural Early Head Start Programs: A Case Study, Cassandra Annette Justice
The Involvement Of Parents Of Students With Disabilities In Rural Early Head Start Programs: A Case Study, Cassandra Annette Justice
Doctoral Dissertations and Projects
The purpose of this qualitative collective case study was to describe parent participation for home-based educators and parents at an Early Head Start home-based program in rural Appalachia. Parental participation in the Early Head Start home-based program was generally defined as the active participation of children with disabilities’ parents in a home-based program guided by home-based educators through the implementation of early intervention services. Maslow’s hierarchy of needs guided this study, as it relates to both identifying barriers that may prevent parents from being involved and illuminates how Early Head Start educators help families meet growth and developmental needs. The …
How Hearing Parents With Deaf Or Hard Of Hearing Children Construct Deafness Through Their Early Intervention Experience, Bettie T. Petersen
How Hearing Parents With Deaf Or Hard Of Hearing Children Construct Deafness Through Their Early Intervention Experience, Bettie T. Petersen
Language, Literacy, and Sociocultural Studies ETDs
This dissertation explores how hearing parents with deaf/hard of hearing children come to understand deafness. This mixed methods study used an online survey and multiple case studies (volunteers from survey). Participants were asked about early intervention experiences and beliefs about deafness. The survey had 74 respondents and five families participated in the interviews. Survey participants’ beliefs about deafness were primarily medical, focusing on the perceived barriers caused by deafness and the remediation of those barriers through spoken language options. A small number of respondents adopted a cultural perspective of deafness and focused on remediation of barriers through involvement in the …
Working With Families Of Young Children Who Are Deaf Or Hard Of Hearing Through Tele-Intervention, Amanda M. Rudge Phd, Betsy Moog Brooks Edd, Arlene Stredler-Brown Phd
Working With Families Of Young Children Who Are Deaf Or Hard Of Hearing Through Tele-Intervention, Amanda M. Rudge Phd, Betsy Moog Brooks Edd, Arlene Stredler-Brown Phd
Journal of Early Hearing Detection and Intervention
Tele-intervention services have been utilized for many years to serve families of young children, in addition to or in lieu of traditional in-person intervention services. Recently, the COVID-19 pandemic cultivated urgent dependence on access to effective services via a distance connection. As such, the need for information, guidance, and resources related to tele-intervention as a primary service model has increased. This article serves as the introduction to a monographic series aiming to describe practices, circumstances, and perceptions surrounding tele-intervention services for families of children aged birth to five who are deaf or hard of hearing. Topics include: (a) a brief …
Dir Floortime Therapy, Rebecca C. Matheson
Dir Floortime Therapy, Rebecca C. Matheson
LC Journal of Special Education
DIR Floortime Therapy is a social pragmatic approach used to help children with autism develop stronger verbal and social skills. Dr. Stanley Greenspan determined there were six milestones all children must master in order to develop appropriate language and social skills. DIR Floortime Therapy engages with the child through play in order to create a naturalistic environment that helps children achieve these milestones. While the approach is not evidence based, several studies have been conducted using DIR Floortime Therapy to strengthen language and social skills in young children with autism. The majority of these studies found a greater increase in …
Risk, Families, And Interventions In Early Childhood Special Education, Angela Deeds
Risk, Families, And Interventions In Early Childhood Special Education, Angela Deeds
LC Journal of Special Education
The purpose of this paper is to provide a comprehensive review of key characteristics of early childhood special education and early intervention services. This paper seeks to explain key concepts that will aid professionals in their daily interactions with students, families, other professionals, and the outside community. The major topics that will be addressed are the determination of risk in ECSE, types of interventions used with young children with disabilities, and the family as an important collaborator in providing ECSE and EI services. The paper will then conclude with a discussion that addresses the salient point of the article and …
Non-Responders: Current Findings In Reading Instruction As Related To Students Unresponsive To Early Intervention, Susan E. Sperduto
Non-Responders: Current Findings In Reading Instruction As Related To Students Unresponsive To Early Intervention, Susan E. Sperduto
LC Journal of Special Education
Questions still remain about whether or not current research – based reading instruction is effective for all students. There is a population of students that continue to struggle to learn how to read despite the use of research – based instruction. This population of students has been termed “non – responders” or “treatment resisters.” The emphasis on research – based reading instruction has promoted an increase of reading levels among students in the United States; however, the limited amount of research on the needs of students who are non – responder has yielded mixed reviews. The following paper will address …
Transition: Early Intervention To Preschool, Kim Thiesse
Transition: Early Intervention To Preschool, Kim Thiesse
Dissertations, Theses, and Projects
The Individuals with Disability Education Act (IDEA) requires all Individualized Family Service (IFSP) plans to address transition. Early Intervention programs must initiate and discuss the transition process from early intervention to school-based services with each family at least 90 days before the child’s third birthday. Transition should be a process of information sharing and planning for each individual family. The transition process can be very stressful for many families because services, service providers, location, and delivery of services change. Preschool is often a family’s first experience with a school environment, successful collaboration and communication through the transition phase enhances the …
Early Intervention Occupational Therapy Program Development Abroad, Hattie Fleming, Karen Park
Early Intervention Occupational Therapy Program Development Abroad, Hattie Fleming, Karen Park
Spring 2022 Virtual OTD Capstone Symposium
This program aimed to address the disparity in access to early intervention (EI) occupational therapy (OT) services which exists in certain communities abroad. This project worked with The Inspiration Center (TIC) in Belize, a community identified through needs assessment as having limited access to OT services, to expand current programming to include EI OT services, to increase understanding of the role of OT, to advocate for the OT profession within Belize, and to increase access to EI services for families with children with disability and/or developmental delay within the country. An emphasis was placed on caregiver coaching and culturally responsive …
Maternal Depression Moderated By Family Resources When Children Have Developmental Disabilities., Timothy B. Smith, Terisa P. Gabrielsen
Maternal Depression Moderated By Family Resources When Children Have Developmental Disabilities., Timothy B. Smith, Terisa P. Gabrielsen
Faculty Publications
Children with developmental disabilities require extensive parental involvement in intervention, but parents with depression may be less able to intervene effectively. We examined prevalence of depression symptoms and predictors among 131 mothers of children with disabilities enrolled in early childhood special education. Participants completed several self-report measures of depression and child and family functioning. Children were directly evaluated using the Battelle Developmental Inventory. One year later, 68 mothers repeated self-report measures. Participants (30%) reported elevated depression symptoms across time. Depression scores were correlated with parental stress and family resources. An interaction between higher maternal depression and higher child functioning with …
Coaching As A Framework For Early Intervention Service Delivery, Rebecca Walzak
Coaching As A Framework For Early Intervention Service Delivery, Rebecca Walzak
Dissertations, Theses, and Projects
Abstract
The Division for Early Childhood (DEC) has set forth a list of high leverage practices that have significant impact on children with special needs from birth through early childhood. One of these impactful strategies is building family capacity, which can be effectively addressed using a coaching framework for service delivery. Research in the field has not yet clearly defined coaching terms, definitions or characteristics, which impacts the fidelity of the practice and requires research and consensus moving forward. This body of work seeks to look at current research around the topic of coaching and it’s effectiveness in meeting student …
Occupational Therapists’ Perspectives On Family-Centered Practices In Early Intervention, Irma J. Pereira, Francine M. Seruya
Occupational Therapists’ Perspectives On Family-Centered Practices In Early Intervention, Irma J. Pereira, Francine M. Seruya
The Open Journal of Occupational Therapy
Background: Early intervention (EI) requires service provision in natural settings while incorporating interventions based on family-centered practice (FCP). This study sought to understand (a) how occupational therapists define and implement FCP in their daily interventions and (b) therapists’ perspectives on using this model of practice in EI.
Method: This study used a qualitative, phenomenological approach. Nine licensed occupational therapists from six states with a minimum of 3 years of working experience in the area of EI participated. Semi-structured interviews were recorded, transcribed, and subsequently coded and analyzed for emergent themes.
Results: The therapists had an average of …
Beliefs And Self-Efficacy Of Parents Of Young Children With Hearing Loss, Sophie E. Ambrose, Margo Appenzeller, Alexandra Mai, Jean L. Desjardin
Beliefs And Self-Efficacy Of Parents Of Young Children With Hearing Loss, Sophie E. Ambrose, Margo Appenzeller, Alexandra Mai, Jean L. Desjardin
Journal of Early Hearing Detection and Intervention
The purpose of this study was to learn more about the beliefs and self-efficacy of parents of young children with hearing loss. Seventy-two parents completed the Scale of Parental Involvement and Self-Efficacy - Revised (SPISE-R), which queries parents about their child’s hearing device use and their perceptions of their own beliefs, knowledge, confidence, and actions pertaining to supporting their child’s auditory access and spoken language development. Two beliefs were identified that related to parents’ action scores and one belief was identified that related to children’s hearing device use. Knowledge and confidence scores were significantly correlated with action scores and children’s …
Using Technology To Monitor Hearing Device Use And Linguistic Environments: Early Intervention Providers’ Perspectives, Margo C. Appenzeller, Sophie E. Ambrose
Using Technology To Monitor Hearing Device Use And Linguistic Environments: Early Intervention Providers’ Perspectives, Margo C. Appenzeller, Sophie E. Ambrose
Journal of Early Hearing Detection and Intervention
To optimize outcomes of children with hearing loss, early intervention professionals must work with families to optimize both children’s hearing device use and the linguistic and auditory features of their environments. Two technologies with potential use in monitoring these domains are data logging and Language Environment Analysis (LENA) technology. This study had two objectives: 1) to determine whether providers’ experiences, perspectives, and current practices indicate there is a need for tools to better monitor these domains, and 2) to gain a better understanding of providers’ experiences with and perspectives on use of data logging and LENA technology using an internet-based …
A Study On Early Intervention Referrals And Eligibility Of Prenatal Drug-Exposed Children, Holly Nelson
A Study On Early Intervention Referrals And Eligibility Of Prenatal Drug-Exposed Children, Holly Nelson
Dissertations, Theses, and Projects
The purpose of this study was to see what the developmental trend was among children who were prenatally exposed to drugs and early intervention services. There is not much research-based data that has been collected on this topic, even though in 2004 federal legislation was passed to improve early intervention service access for drug-exposed infants. This study was motivated by scientific evidence that maternal substance abuse and prenatal drug exposure has detrimental effects on the fetus and prolonged effects on children. This study collected data on how many prenatally drug-exposed children were referred for early intervention services and how many …
Expressive Vocabulary Development In Very Young Children Who Are Deaf Or Hard Of Hearing, Amanda Mcnamara Rudge
Expressive Vocabulary Development In Very Young Children Who Are Deaf Or Hard Of Hearing, Amanda Mcnamara Rudge
Arts & Sciences Electronic Theses and Dissertations
This longitudinal study aimed to explore the expressive vocabulary growth rate of children ages birth to three years, who are deaf or hard of hearing (d/hh). An additional aim was to investigate hours of direct instruction received during early intervention as a factor that may contribute to the trajectories of expressive vocabulary growth in young children who are d/hh. Hierarchical linear modeling with growth curve analysis was used to investigate expressive vocabulary growth in a population of d/hh children using multiple points of longitudinal vocabulary data. A total of 417 assessments across the 105 participants were analyzed to determine the …
Inclusion/Services And Family Engagement: Leadership Opportunities, Nicole Drown
Inclusion/Services And Family Engagement: Leadership Opportunities, Nicole Drown
Poster Presentations
Project was created to provide: data driven materials to Maine's Child Development Services; resources and supports to families; and exploration into Applied Behavioral Analysis for Behavioral Intervention Support learning.
Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner
Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner
Occasional Paper Series
As co-teachers in a toddler room, we share a personal narrative about our experiences working with a child diagnosed with autism while in our care. Framed within the competing discourses of the medicalized perspective on disability and the individual, child-centered philosophies of early childhood education, we investigate the inequities we felt in the classroom and make connections to the field of early childhood inclusive education at large.
Family/Caregiver Engagement In Early Intervention, Jessica Hawkins
Family/Caregiver Engagement In Early Intervention, Jessica Hawkins
Master's Theses & Capstone Projects
Research has shown that the early years of child development and intervention that occurs during those years has a large impact on the architecture of the brain which creates a sturdy or fragile foundation for overall developmental and success later in a child’s life (Shonkoff & Bales, 2011). For children with or at risk for disabilities, early intervention programs were developed to assist with increasing a child’s success or closing the gap if one exists. For the purposes of this literature review, the early years and early childhood are referring to children ages birth to age 3. Early intervention services …
Effects Of Frequency Of Early Intervention On Spoken Language And Literacy Levels Of Children Who Are Deaf Or Hard Of Hearing In Preschool And Elementary School, Ann E. Geers, Jean S. Moog, Amanda M. Rudge
Effects Of Frequency Of Early Intervention On Spoken Language And Literacy Levels Of Children Who Are Deaf Or Hard Of Hearing In Preschool And Elementary School, Ann E. Geers, Jean S. Moog, Amanda M. Rudge
Journal of Early Hearing Detection and Intervention
Language delays associated with hearing loss during infancy may have a negative impact on academic development throughout childhood. Early intervention provided by the Moog Center for Deaf Education prior to 36 months of age was quantified, and associations with later outcomes were examined for 50 students who are DHH representing Moog Center alumni. The objective was to determine whether the amount of early intervention (referred to hereafter as dose of early intervention received at the Moog Center during the time children were 0-36 months of age) contributed uniquely to outcomes in preschool (4–6 years) and in elementary school (8–14 years). …
Fathers' Experiences In Early Intervention: Marooned In The Kitchen Or Member Of The Team, Megan Schumaker-Murphy
Fathers' Experiences In Early Intervention: Marooned In The Kitchen Or Member Of The Team, Megan Schumaker-Murphy
College of Education Theses and Dissertations
Little research about fathers with young children with developmental disabilities or delays and their participation in early intervention/Part C programs is available. This study adds to existing scholarship through a narrative inquiry into the experiences of six fathers with children who have participated in early intervention services. Emergent themes within and across fathers' narratives include high levels of father engagement prior to entering early intervention, overall positive feelings about early intervention due to children's developmental progress, feelings of stress and frustration throughout participation in early intervention, varied relationship quality between fathers and early intervention service providers, an overall lack of …
The Educational Experience Of Students Who Are Deaf And Hard Of Hearing In Kentucky, Emory Bell
The Educational Experience Of Students Who Are Deaf And Hard Of Hearing In Kentucky, Emory Bell
Kentucky Journal of Undergraduate Scholarship
Children who are Deaf or Hard of Hearing (DHH) require much specialized instruction in order to successfully learn in school. Through my course of studies in the Education of the Deaf and Hard of Hearing program at Eastern Kentucky University, I was made aware that there is a shortage of teachers of the deaf in Kentucky, and that as a result many children who are DHH are being taught by teachers without specialized DHH certification. This led to me to wonder just what the educational experience of a child who is DHH in the state of Kentucky looked like. Through …
Cds State Data Review Project: Data Tells The Story, Katharine Appleyard
Cds State Data Review Project: Data Tells The Story, Katharine Appleyard
Poster Presentations
This poster presents data that identifies state and regional site-level trends, outliers, etc., with regard to federal reporting indicators and other factors, in the Child Development Services system.
Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner
Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner
National Youth Advocacy and Resilience Conference
This session will offer teachers an in-depth understanding of mental health disorders, including basic information about these disorders, background information to assist in identifying early warning signs, and strategies for supporting students that may suffer from a mental health disorder. Teachers will learn classroom strategies that will foster a positive learning environment which will help to support these students
Parent-Implemented Language Intervention With Young Children From Low-Ses Environments Who Have Language Impairment, Courtney Allison Hatcher
Parent-Implemented Language Intervention With Young Children From Low-Ses Environments Who Have Language Impairment, Courtney Allison Hatcher
Theses and Dissertations--Rehabilitation Sciences
In this study, the author examined the effects of training four parents from low-socioeconomic environments to use Enhanced Milieu Teaching (EMT) with their young children with language impairment. The investigator used a modified Teach-Model-Coach-Review method to teach parents to use the following EMT strategies during 8-10 individualized, home-based sessions: matched turns, expansions, time delays and milieu teaching prompts. A single-case multiple-baseline design across-behaviors replicated across four parent/child dyads was used to evaluate the parents' use of the EMT strategies. Child language outcomes were also assessed using pre- and post-intervention language samples. All parents learned and demonstrated use of each language …