- Selected Topics
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
Early Intervention - Research Materials Bibliography
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, please contact us via email: email@example.com
Approaches to Understanding the Ecology of Early Childhood Environments for Children with Disabilities --Odom, Samuel L.; Favazza, Paddy C.; Brown, William H.; Horn, Eva M. Baltimore: Paul H. Brookes Publishing Co. Behavioral Observation: Technology and Applications in Developmental Disabilities. Travis Thompson, David Felce, & Frank J. Symons (Eds.). (2000) Ecobehavioral analysis of early childhood classrooms for children with disabilities is a relatively young field. Understanding the ecology of classroom environments requires the use of comprehensive observational systems that can assess individual variables or characteristics of environments and allow examination of the relationships that exist among classroom variables and child behavior. This book chapter examines the ecobehavioral assessment research that has been conducted in early childhood settings for children with and without disabilities. It includes a review of the origins of ecobehavioral analysis research, describes the application of ecobehavioral assessment to programs for young children with and without disabilities, and presents data from an ecobehavioral assessment study in inclusive and noninclusive early childhood programs.
Deaf Child Learns to Read --Rottenberg, Claire J. AMERICAN ANNALS OF THE DEAF, vol. 146, #3, 2001, pp. 270-275. (2001) This article describes a study to document the literacy development of a deaf child in a preschool setting. The child was observed in his preschool class for nine months. Data came primarily from extensive field notes from these observations, with particular emphasis on his actions during literacy-related events. A secondary source of data includes an interview with the child's parents. Findings indicate that the child went through several levels as he learned to read independently. The levels are described in the article as well as the method of the study.
DEC Recommended Practices: A Review of 9 Years of EI/ECSE Research Literature --Smith, Barbara J.; Strain, Phillip S.; Snyder, Patricia; Sandall, Susan R.; McLean, Mary E.; Ramsey, Alison Broudy; Sumi, W. Carl. Division of Early Childhood, Council for Exceptional Children. JOURNAL OF EARLY INTERVENTION, vol. 25, #2, 2002, pp. 108-119. (2002) This article reports results from an analysis of the research literature involving children with disabilities (aged birth through 5), their families, personnel who serve them, and policies and systems change strategies related to the provision of services. The work is part of a national effort to develop a set of evidence-based recommended practices for the field. Research articles appearing in 48 peer-reviewed journals from 1990 to 1998 were reviewed. Analyses of the literature review database reveal trends in research methods used for studying particular topics and information about populations and settings studied during this time period.
Early Intervention for Infants and Toddlers with Disabilities and Their Families: Participants, Services, and Outcomes: Final Report of the National Early Intervention Longitudinal Study (NEILS) --Hebbeler, Kathleen, et al. Menlo Park, CA: SRI International. (2007) The National Early Intervention Longitudinal Study (NEILS) followed 3,338 children who were identified when younger than 3 years of age as meeting their states’ eligibility criteria for early intervention (EI) services. This report includes findings for the following: initial EI services, types of services provided, outcomes experienced by children at 36 months, transition to kindergarten, outcomes at kindergarten, diversity, and demographics. On pages 3-17 through 3-18 there are reports of vision and hearing loss (although not combined vision and hearing loss). On pages 4-6 and 4-7 are a list and chart of kindergarten teachers' reports of the percentages of children in each disability category (<1% of children were classified as deaf-blind). Available on the web: https://www.sri.com/sites/default/files/publications/neils_finalreport_200702.pdf
Expanding Learning Opportunities for Infants and Toddlers in Natural Environments: A Chance To Reconceptualize Early Intervention --Bruder, Mary Beth, Ph.D.; Dunst, Carl J., Ph.D. ZERO TO THREE, 20 (3), pp. 34-36. (2000) This essay reviews findings and suggests ways in which early intervention and early childhood practitioners can use natural learning environments as sources of children's learning opportunities.
Happy Talk! Research and Training Center on Early Childhood Development. BOTTOMLINES: Research Findings Informing Early Childhood Practices, vol. 1, #4, June 2003. (2003) A caregiver-interaction style that is responsive, appropriate, prompt, and positive is highly beneficial for young children. This information sheet describes the findings of an analysis of 13 studies that evaluated the quality of parent-child interactions. It found that intellectual and social-emotional development is enhanced when children are consistently exposed to a style of interaction or communication that takes the form of a prompt and positive response to the child’s behaviors and is generally consistent with the tone of the interaction the child initiated.
Heart to Heart Research and Training Center on Early Childhood Development. BOTTOMLINES: Research Findings Informing Early Childhood Practices, vol. 2, #4, November 2004. (2004) Consistent, reliable parent responses to child behavior can help parents and their young children develop healthy and secure early parent-child bonds. This information sheet describes the findings of an analysis of 13 studies that looked at how social-emotional relationships between parents and their children are affected by parents’ response style. It found that relationships between young children and their moms and dads or special caregivers tend to grow stronger when adults consistently respond to their children’s behavior and the children come to rely on their parents’ responses.
Home Visit Practices: Serving Families and Their Young Children with Vision Impairments and Multiple Disabilities --Chen, Deborah; Griffin, Margaret E.; Mackevicius, Sandie. JOURNAL OF THE SOUTH PACIFIC EDUCATORS IN VISION IMPAIRMENT, vol. 4, #1, pp. 8-14. (2009) The purpose of this study was to gather information on home visiting practices in Australia with families and their young children who are visually impaired and also have multiple disabilities (VI/MD). Data were gathered from a survey completed in three Australian states by 18 parents, a survey completed by 24 professionals, and focus group interviews (one with 8 teachers and another with 6 mothers). Thirty-three percent of the children of the parents who were surveyed were deaf-blind. Findings suggest that the frequency and duration of home visits depend on family priorities, child needs, and logistical issues. Professionals are experienced and trained in their disciplines and use a variety of strategies during home visits. Overall, families expressed satisfaction with the home visit services they receive. Implications for practice are discussed for agencies and professionals providing home visits.
Implementation of Early Intervention Within Natural Environments --Stremel, Kathleen, M.A.; Philippa H. Campbell, OTR/L, Ph.D. JOURNAL OF EARLY CHILDHOOD SERVICES, 2007, Volume 1, Number 2, pp.83-105. (2007) The discussion of early intervention within natural environments includes the challenges of implementing these practices within the field. The gap between research and the practice of early intervention within the natural environment has not decreased significantly over the past 10 years. We suggest that natural environment practices need to be defined and implemented systematically to determine the best ways of translating research frameworks into practice. This article describes core intervention components for practicing early intervention within the natural environment, discusses them within an implementation framework, and provides resources reflecting current recommended practices. The core components, identified from literature, are designed to provide a framework for further research on the implementation and impact of evidence-based practices on child and family outcomes.
Literacy in Early Intervention for Children with Visual Impairments: Insights from Individual Cases --Erickson, Karen A.; Hatton, Deborah; Roy, Vicky; Fox, DanaLee; Renne, Diane. JVIB, February 2007, Vol. 101, No. 2, pp. 80-95. (2007) A qualitative case study design was used to investigate the ways in which two early interventionists supported emergent literacy development for infants and toddlers with visual impairment. Three themes are addressed: (1) the importance of a family-centered approach in addressing emergent literacy in early intervention; (2) the role of the early interventionist in language and concept development; and (3) the need to focus on the senses as they relate to literacy. The findings provide practical insights into the role of the early interventionist in supporting early literacy development. Available on the web: http://www.eric.ed.gov/PDFS/EJ755444.pdf
The NICU Experience: Its Impact and Implications --Purvis, Barbara, M.Ed. Austin, TX: Texas Deafblind Project. 2007 Texas Symposium on Deafblindness. (2007) This presentation increases awareness about the NICU experience, including: developmental and sensory implications; impact on family members of preterm and medically fragile infants; research-based practices for improving developmental outcomes for these infants; and implications for providing early intervention services.
Physician Referrals of Young Children with Disabilities: Implications for Improving Child Find --Dunst, Carl J.; Gorman, Ellen. CORNERSTONES, vol. 2, #1, October 2006, pp. 1-9. (2006) This practice-based research synthesis examined physician referrals to specialist secondary care including early intervention and preschool special education. The synthesis included 29 studies of 6,405 primary care physicians and other medical personnel. The focus of review was the types and patterns of referrals and the feedback desired from specialist secondary care providers. Findings showed that children were referred for secondary care for many different reasons and that primary care physicians desired specific feedback about referred children but that feedback rarely was provided. Implications for improving referrals from primary referral sources are described.
Please Be Positive About Me - You'll Be Amazed At What I Can Do! --Foster, Mary. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003) This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes working with parents and professionals to provide positive early intervention for infants who are deafblind.
Practices for Increasing Referrals from Primary Care Physicians --Dunst, Carl J.; Gorman, Ellen. CORNERSTONES, vol. 2, #5, December 2006, pp. 1-10. ( 2006) This practice-based research synthesis included a secondary analysis of two research reviews of studies investigating interventions to improve primary care physician referrals to secondary specialist care. This synthesis included 42 studies of primary care physicians. The interventions constituting the focus of analysis included information campaigns, referral or practice guidelines, feedback on referrals, outreach to physicians, and organizational interventions. Results showed that interventions that more actively involved primary care physicians in the referral process were more effective in influencing rates and patterns of referrals. Implications for improving child find and outreach to primary referral sources are described.
Promoting Interactions With Infants Who Have Complex Multiple Disabilities: Development and Field-Testing of the PLAI Curriculum --Chen, Deborah, PhD; Klein, Diane M., CCC-SLP, PhD; Haney, Michele, PhD. INFANTS AND YOUNG CHILDREN, vol. 20, #2, April-June 2007, pp149-162. (2007) This article describes primary outcomes of the development and field-testing of the curriculum "Promoting Learning Through Active Interaction" with 27 infants and their caregivers and early interventionists in 2 different states. The curriculum was designed to provide a systematic approach to supporting interactions with infants who have sensory impairments and complex multiple disabilities and who are at the preintentional level of communication. Participating infants had both a visual impairment and hearing loss and additional disabilities. Their families represented diverse socioeconomic, educational, and cultural backgrounds, and participating early interventionists varied widely in their qualifications. Results indicate that a diverse group of families used the strategies successfully and found them to be helpful in supporting their children's interactions and communication development. The article outlines key components of the curriculum and discusses evaluation data on the basis of caregiver feedback on use of strategies and analysis of videotaped observations on the caregivers' use of sensory cues with their infants.
Relationship Between Parental Contingent-Responsiveness and Attachment Outcomes --Kassow, Danielle Z.; Dunst, Carl. J. Research and Training Center on Early Childhood Development. BRIDGES: Practice-Based Research Syntheses, vol. 2, #4, November 2004, pp. 1-17. (2004) This research synthesis is the relationship between parental contingent-responsiveness and attachment outcomes was examined in 13 studies including 962 infants and their parents. Parental contingent-responsiveness refers to parental behavior emitted in response to child behavior that functions as a reinforcement influencing child behavior outcomes. Parental contingent-responsiveness was assessed prior to the child reaching 8 months of age, and child attachment was assessed between 12 to 15 months of age. Findings indicated a discernable relationship between parental contingent-responsiveness and attachment outcomes for young children. The results suggest that early parental contingent-responsiveness is an important determinant of later secure child attachment.
Tailoring Printed Materials for Improving Child Find --Dunst, Carl J.; Hamby, Deborah W. CORNERSTONES, vol. 2, #4, December 2006, pp. 1-11. (2006) This practice-based research synthesis examined the characteristics of tailored printed materials associated with changes in reader attitudes, knowledge, and behavior about making changes in health behaviors (dietary change, smoking cessation, exercise, health screening). A secondary analysis of 13 randomized controlled trial studies including more than 10,000 participants was the focus of review. The secondary synthesis included the analysis of seven characteristics of the printed materials and the estimated effect sizes associated with those characteristics. Results showed that the majority of key characteristics of tailored printed materials were related to differences in the study outcomes but that two characteristics (advice/guidance and personal efficacy) had value-added benefits. Findings are described in terms of the implications for developing printed materials for improving child find and increasing referrals to early intervention and preschool special education.
The Transition Process for Young Children With Disabilities: A Conceptual Framework --Rous, Beth EdD; Hallam, Rena PhD; Harbin, Gloria PhD; McCormick, Katherine PhD; Jung, Lee Ann PhD. INFANTS AND YOUNG CHILDREN, vol. 20, #2, April-June 2007, pp135-148. (2007) Over the past 2 decades, the number and types of programs available for young children has increased. As a result, the transition of young children with disabilities has become more complex, resulting in an increasing need for improved transition processes for both children and their families. The literature in early childhood transition contains evidence of the organizational complexities and resulting problems experienced by children, families, and professionals who provide services. Recent research in transition has provided valuable information about the individual variables that impact this complex transition process. Given some of the distinguishing characteristics of the transition process for young children with disabilities and their families, there is a need for a conceptual framework that will guide new research, provide an organizational framework to integrate the current literature in transition, and begin to lay a foundation for improving transitions and the outcomes for children. This article presents a conceptual framework that describes how the complex interactions of multiple factors influence the transition process for young children with disabilities during the early childhood years. This ecological framework is based on the premise that the ultimate goal of a successful transition process is the child's entry and success in the primary school program.
YES! I Made it Happen! Research and Training Center on Early Childhood Development. BOTTOMLINES: Research Findings Informing Early Childhood Practices, vol. 1, #1, June 2003. (2003) Young children express happiness when their actions bring about interesting and expected responses. When the relationship between something a young child has learned to do and the rewarding response that follows it is very clear and can be counted on, positive social-emotional responses occur with great frequency. This is called "response-contingent learning." This information sheet describes the findings of an analysis of 42 studies on response-contingent learning.