Browsing by Subject "Early Intervention"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Communication intervention for children with severe neurodevelopmental disabilities: An application of telehealth as a service delivery mechanism
    (2016-08) Simacek, Jessica
    The current study examined the efficacy of a parent-implemented communication assessment and intervention package with coaching via telehealth (i.e., video conferencing) on the acquisition of early communication skills for three young children (3- 4 years old) with severe neurodevelopmental disabilities. Assessment included a structured descriptive assessment (3 participants) and functional analysis (2 participants) to identify communicative contexts and idiosyncratic/potentially communicative responses for the participants. Following assessment, three communicative contexts with high levels of idiosyncratic responses were embedded with Functional Communication Training (FCT). To investigate the efficacy of FCT, participants’ use of aided augmentative and alternative communication (AAC) responses and idiosyncratic responses were measured in an adapted multiple probe design across contexts. All three participants acquired the targeted AAC responses; whereas, prior to intervention, none of the participants engaged in easily recognizable communication forms. Idiosyncratic responses were functionally related to the reinforcers in the communicative contexts, as demonstrated by changes to response patterns during differential reinforcement. Parents implemented the interventions with a high level of fidelity to the coached procedures. At the conclusion of the study, parents rated the interventions as ‘highly acceptable.’ These results provide empirical evidence to telehealth-coached, parent-implemented FCT as an intervention to improve early communication skills for young children with severe neurodevelopmental disabilities. Implications are considered in regards to telehealth as a mechanism to improve access to communication intervention.
  • Thumbnail Image
    Item
    A Qualitative Study Exploring Early Childhood Interventionists' Experiences of Ongoing Participation in a Reflective Consultation Program
    (2014-08) Harrison, Mary
    Background: Reflective Consultation (or Reflective Supervision) is a model of professional support and development for practitioners working with families and young children who, in many cases, are facing multiple stressors. Designed to bring principles of Infant Mental Health to non-mental health practitioners, this model is now widely used in several federally funded, evidence-based programs. Despite its growing utilization, there exists little empirical research examining the implementation, essential elements of the model, or its impact on practitioners or clients. Purpose: The purpose of this study was to explore one model of Reflective Consultation as experienced by a group of early childhood practitioners and to contribute their voices and perspectives to the growing body of research. Methods: Qualitative research methods were used to answer the research question: how do early childhood interventionists experience the Reflective Consultation Program? Practitioners who had participated in Reflective Consultation for one year or more were invited to participate and fifteen agreed. Semi-structured interviews were audiotaped and analyzed for both variable and comparative case-based themes. Results: Variable-based analysis showed that most practitioners experienced an iterative process of release, reframe, refocus, and respond as part of their ongoing participation in the Reflective Consultation program. Participants described a shift between feeling helpless, hopeless, and overwhelmed by the stressors their clients faced to feeling a greater sense of self-efficacy in being able to better refocus and respond to the needs of their clients. A comparative, cased-base analysis raised questions about for whom and under what circumstances the program may be most beneficial, for example, based on the professionals' tolerance for discussion and reflection on emotions, or the characteristics of the agency or existing supervision. Participants described the incorporation of the reflective processes they had experienced in the large group into their smaller team meetings and peer conversations.
  • Thumbnail Image
    Item
    A study of current interventions and professional development interests of teachers of early childhood special education for children with autism spectrum disorders.
    (2010-06) Balbo, Maria L.
    Although research-based interventions for young students with Autism Spectrum Disorders exist and are supported in the literature, early intervention teachers in public schools often lack knowledge and training in the adoption and proper use of these effective-intervention interventions. The purpose of this study was to investigate current interventions and professional development interests of early childhood special education teachers of children with Autism Spectrum Disorders (ASD) in Minnesota. This study employed a descriptive methodology utilizing an online, web-based survey to gather information from four separate groups representing all regions in the state: early childhood special education teachers, early childhood special education coordinators, special education directors, and regional autism consultants. Results indicate that research-based interventions for young children with Autism Spectrum Disorder are implemented at a low level of frequency across the state. The top rated past learning methods that had supported early childhood special education teachers in their knowledge of research-based interventions were identified as: experience in the classroom with other ASD students, experience with other children with disabilities, and workshops/inservices. The top rated future learning methods to advance knowledge of ASD interventions were: learning with other colleagues, workshops/inservices, and mentoring by autism teachers. Leading barriers found to prevent early intervention teachers in accessing training in the area of Autism Spectrum Disorders were found to be: inability to take time away from the classroom, cost of training, and shortage of training funds. Keywords: early intervention, Autism Spectrum Disorders, research-based interventions, research-based interventions, professional development.
  • Thumbnail Image
    Item
    Two worlds collide: caregiver perceptions of their interactions with help me grow home visitors.
    (2012-05) Pratt, Ana Violet
    A majority of the Individuals with Disabilities Education Act's (IDEA) Part C early intervention services are provided in the home setting. Relationships between families and home visitors are at the heart of how services are delivered through Part C programs. When the worlds of families and home visitors collide each caregiver is likely to have a unique perception of the supportive and non-supportive components of their interactions with their home visitor(s). This case study was designed to examine 10 caregivers' perceptions of their interactions with Part C home visitors providing services through Minnesota's Help Me Grow program. This research study demonstrates it is essential for home visitors to listen to caregivers' voices as a blueprint for designing family-centered home visits on a visit-by-visit basis. The seven components involved in home visit design include (a) giving caregivers options for their level of involvement during home visits, (b) providing options for modes of giving and receiving information, (c) being attentive to the family's desired boundaries within the home visiting processes, (d) being responsive to caregivers' priorities and concerns, (e) being attentive to the positive or negative energy the home visitor brings into the home, (f) being adaptable to the family and child's dynamic needs, and (g) providing families with phone numbers for third parties they can easily access when they have questions or concerns about service delivery or Part C personnel.