ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID

ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Teaching parents new skills to support the development of their young children with developmental disabilities has been controversial in the field of early intervention even though there is considerable empirical evidence supporting this approach. We propose that teaching parents to implement family-centered interventions can be highly effective by: (a) allowing parents to choose when to learn new skills; (b) teaching parents strategies that are empirically based, well-matched to their child's developmental needs, and intended to be implemented in naturally occurring interactions between parents and children; and (c) teaching parents in a skillful and individualized manner. We outline the skills that parent educators need in order to be effective, then, we discuss a model for preparing professionals to teach parents. Throughout this article, we draw on empirical data and anecdotal examples from our ongoing research on teaching parents naturalistic language intervention strategies.

ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

This article explores Taiwanese mothers' descriptions of interactions with their babies with Down syndrome. Two themes emerging from transcripts of interviews with 16 mothers are described and illustrated. The first theme highlights the ways in which mothers talked about the abilities and limitations of their babies; the second describes what appear to be two distinct frames of reference (pessimistic and optimistic) with respect to having a baby with Down syndrome. The relationship between these two themes is explored as a potentially useful way to understand mothers' beliefs about their own roles in supporting their babies' development.

ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Coaching in early childhood is an interactive process of observation and reflection in which the coach promotes a parent's or other care provider's ability to support a child's participation in everyday experiences and interactions with family members and peers across settings. Focusing on collaborative relationships, coaching provides a supportive structure for promoting conversations between family members, childcare providers, and early interventionists to select and implement meaningful strategies to achieve functional outcomes that focus on the child's participation in natural settings. This article provides guidelines for early childhood professionals serving young children with disabilities and their families regarding whom and when to coach, and includes examples to illustrate the five phases of the coaching process: initiation, observation or action, reflection, evaluation, and continuation or resolution.

ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

The provision of integrated services through partnerships among families, professionals, and agencies is vital in achieving the ultimate outcomes of early intervention. This review defines service integration and synthesizes the factors that determine its success as documented in the early intervention literature. Recommendations for practices are provided to propose future directions.

ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Temperament refers to the behavioral style of an individual, or the tendency to behave in a certain way in a certain situation. Although temperament has been studied extensively in typically developing children, relatively little research concerning individual differences in the behavioral styles of young children with developmental disabilities has been conducted. The purposes of this article are: (1) to provide a brief review of the literature with regard to temperament and outcomes for children with developmental disabilities and, (2) to explore methods for integrating temperament information into early intervention practice. Consistent with the research on temperament and goodness of fit (Chess & Thomas, 1996), this article proposes that children with developmental disabilities who present with extreme scores in specific domains of temperament may benefit from specific early intervention practices. Ideas for linking practice with child temperament are presented, particularly for children who are resistant to change, non-persistent, or difficult to distract.

ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Acquiring the skills and behaviors associated with self-determination is an important priority for young children with and without disabilities because these skills provide a foundation across the child's life span. These skills play an essential part in creating a high quality of life for a child as well as consistent opportunities to interact with the world in an active, meaningful, and highly personalized way. This article discusses the importance of self-determination for young children, and provides a framework for looking at self-determination across routines in a variety of early childhood settings. This framework is based on the idea that self-determination is a dynamic and contextually based concept. A self-monitoring set of questions is presented that can assist practitioners and families in examining contextual and multiple factors that can impact self-determination across early childhood environments. The questions are framed within three areas: (a) the child's current skills relevant to self-determination, (b) the adult's style and behavior, and (c) the immediate learning environment.

ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID

摘要:

Infants and young children with Down syndrome are frequently among the youngest children enrolled in early intervention programs, providing interventionists with experience with this population of children. Infants and children with Down syndrome have an increased incidence of a variety of medical problems. For optimal developmental progress and participation in early intervention, the child with Down syndrome must have any such problems identified early, and managed appropriately. Early intervention providers who are knowledgeable about the particular medical problems that occur more frequently in children with Down syndrome can be of great assistance to families. The provider may inquire as to whether screening for frequent problems has been completed. They may also bring evolving problems to the attention of families and encourage them to seek appropriate help through their primary care physician.

ISSN:0896-3746    

出版商:OVID    

年代:2003

数据来源: OVID