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Journal of Early Intervention

Impact factor: 0.722 5-Year impact factor: 1.337 Print ISSN: 1053-8151 Publisher: Sage Publications

Subjects: Educational Psychology, Special Education, Rehabilitation

Most recent papers:

  • Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings.
    Ferreira, M., Aguiar, C., Correia, N., Fialho, M., Pimentel, J. S.
    Journal of Early Intervention. November 30, 2016

    Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal (Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.

    November 30, 2016   doi: 10.1177/1053815116679414   open full text
  • Factors That Affect Age of Identification of Children With an Autism Spectrum Disorder.
    Adelman, C. R., Kubiszyn, T.
    Journal of Early Intervention. November 22, 2016

    This study explored factors associated with age of identification of autism spectrum disorder (ASD). Results of a one-way ANOVA indicated differences in age of diagnosis among the four regions in the United States, F(3, 650) = 7.618, p = .01. Tukey’s post hoc comparisons of the groups indicated that the mean age of diagnosis in the Midwest (M = 38.9 months or 3 years, 3 months) was significantly later than in the Northeast (M = 32.75 months or 2 years, 9 months, p = .000) and South (M = 33.26 months or 2 years, 9 months, p = .000). Results of a Pearson correlation indicated a significant negative correlation (r = –.409, n = 654, p = .000) between date of birth and age of diagnosis, with more recent birthdays associated with lower age of diagnosis. Regression results were statistically significant, F(25, 620) = 7.549, p < .001, R2 = .233, with some factors predicting earlier age of diagnosis and some factors predicting later diagnosis.

    November 22, 2016   doi: 10.1177/1053815116675461   open full text
  • Family Quality of Life: A Key Outcome in Early Childhood Intervention Services--A Scoping Review.
    Bhopti, A., Brown, T., Lentin, P.
    Journal of Early Intervention. October 18, 2016

    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 to ECIS. Results were charted and summarized based on scoping methodology. Eighteen articles were chosen for the review based on the selection criteria. Results were summarized as five factors that affect FQOL, namely, (a) disability-related support, (b) family interactions/family relationships, (c) overall well-being, (d) support from services, and (e) severity and type of disability. The review also identified two FQOL scales that were used most frequently within ECIS: (a) the Beach Center Family Quality of Life Survey, and (b) Family Quality of Life Survey: Main Caregivers of People With Intellectual or Developmental Disabilities. It is recommended that those responsible for evaluation decisions within ECIS programs should consider using a FQOL scale to measure family outcomes. Furthermore, professionals working with families within ECIS should consider the factors affecting FQOL to further enhance their service provision.

    October 18, 2016   doi: 10.1177/1053815116673182   open full text
  • Dialogic Reading: Language and Preliteracy Outcomes for Young Children With Disabilities.
    Towson, J. A., Gallagher, P. A., Bingham, G. E.
    Journal of Early Intervention. September 26, 2016

    Dialogic reading is an evidence-based practice for preschool children who are typically developing or at-risk; yet there is limited research to evaluate if it has similar positive effects on the language and preliteracy skills of children with disabilities. This quasi-experimental study examined the effects of dialogic reading, with the incorporation of pause time, on the language and preliteracy skills of 42 preschool children with disabilities. Following random assignment of students at the classroom level, participants were equally distributed into an intervention (n = 21) and a comparison group (n = 21). Children received either dialogic reading or typical storybook reading for 10 to 15 min per day, 3 days per week, for 6 weeks. Children in the intervention group scored significantly higher on receptive and expressive near-transfer vocabulary assessments. This occurred both for words that were specifically targeted during dialogic reading, and for additional vocabulary words in the storybook.

    September 26, 2016   doi: 10.1177/1053815116668643   open full text
  • Interactive Storybook-Based Intervention Effects on Kindergartners Language Development.
    van Druten-Frietman, L., Strating, H., Denessen, E., Verhoeven, L.
    Journal of Early Intervention. September 20, 2016

    A dialogic storybook-based intervention integrating dialogic storybook reading with early literacy activities is studied with a longitudinal quasi-experimental study design. The effects of this intervention, in addition to a regular early childhood education (ECE) program, on kindergartners’ vocabulary and phonological awareness development are analyzed for children from different backgrounds. Results indicated that the intervention may be effective in stimulating expressive vocabulary development. With regard to receptive vocabulary and phonological awareness measures, the intervention seems to have a similar effect to using a regular ECE program. The intervention had a similar effect for all children. Findings suggest that an active participation, in which the children are encouraged to talk about language, seems to be beneficial to enhance children’s language use; this aspect might be elaborated in existing or future ECE programs. The intervention can be used to help children from underprivileged families to gain language skills to ensure an optimal start of formal education in Grade 1.

    September 20, 2016   doi: 10.1177/1053815116668642   open full text
  • Effects of a Teacher Versus iPad-Facilitated Intervention on the Vocabulary of At-Risk Preschool Children.
    Dennis, L. R., Whalon, K., Kraut, L., Herron, D.
    Journal of Early Intervention. September 01, 2016

    This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children’s vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included expressive (i.e., providing a definition) and receptive (i.e., identifying the target verb from a picture menu, and yes/no questions including correct and incorrect definitions of the verb) probes of instructional targets. All five participants demonstrated increases from pretest to posttest in their expressive and receptive understanding of the verbs. Implications for research and practice are provided.

    September 01, 2016   doi: 10.1177/1053815116663177   open full text
  • A Brief Coaching Intervention for Teaching Naturalistic Strategies to Parents.
    Lane, J. D., Ledford, J. R., Shepley, C., Mataras, T. K., Ayres, K. M., Davis, A. B.
    Journal of Early Intervention. August 11, 2016

    Coaching parents to implement evidence-based strategies is one method for increasing the number of hours young children with autism spectrum disorder (ASD) access intervention services. The purpose of this study was to teach parents of young children with ASD to implement naturalistic strategies during play in a clinic setting. Results indicate a brief coaching procedure was effective for training parents to implement behavioral strategies, with concomitant changes in child behavior. Additional research is needed to determine how to facilitate maintenance over time and whether effects generalize to typical settings.

    August 11, 2016   doi: 10.1177/1053815116663178   open full text
  • Early Intervention for Children With Hearing Loss: Information Parents Receive About Supporting Childrens Language.
    Decker, K. B., Vallotton, C. D.
    Journal of Early Intervention. June 20, 2016

    Family-centered early intervention for children with hearing loss is intended to strengthen families’ interactions with their children to support children’s language development, and should include providing parents with information they can use as part of their everyday routines. However, little is known about the information received by families via early intervention and whether this aligns with recommended practices. This study used in-depth interviews to examine parents’ reports of information received from early intervention service providers about how to promote the language development of their children with hearing loss. Thematic analysis was used to identify patterns in the information parents received. The information parents receive is partially in line with current recommended practices, such as the importance of frequent communication with their children during everyday activities. However, parents also discussed the need for additional unbiased and specific information about how to promote their children’s language skills.

    June 20, 2016   doi: 10.1177/1053815116653448   open full text
  • What Equivocal Data From Single Case Comparison Studies Reveal About Evidence-Based Practices in Early Childhood Special Education.
    Ledford, J. R., Barton, E. E., Hardy, J. K., Elam, K., Seabolt, J., Shanks, M., Hemmeter, M. L., Kaiser, A.
    Journal of Early Intervention. May 23, 2016

    Although comparison studies are important in early intervention/early childhood special education (EI/ECSE), results of well-designed comparison studies are likely to be unpublished because of undifferentiated or differently differentiated results across participants. The purpose of this article is to highlight the utility of comparison designs in the identification of evidence-based interventions for individual children. We present results from three single case comparative studies analyzing embedded and massed-trial instruction, high- and low-fidelity instruction, and small group versus 1:1 instruction conducted in ECSE settings. All participants learned all targeted behaviors in both instructional conditions and learned no behaviors assigned to control conditions. Results suggest that evidence-based practices are not a "one-size-fits-all" conclusion and that data-based decision making is critical even when empirically supported interventions are used.

    May 23, 2016   doi: 10.1177/1053815116648000   open full text
  • Early Intervention for Children With Behavior Problems in Summer Settings: Results From a Pilot Evaluation in Head Start Preschools.
    Hart, K. C., Graziano, P. A., Kent, K. M., Kuriyan, A., Garcia, A., Rodriguez, M., Pelham, W. E.
    Journal of Early Intervention. May 13, 2016

    The objective of this study was to evaluate two early intervention packages to promote successful transitions to kindergarten for preschoolers with behavior problems recruited from Head Start preschools. Fifty children (Mage = 61 months; 76% male; 98% minority) referred by teachers due to early externalizing behavior problems were randomly assigned to one of the two groups. Group 1 (high intensity; HI) received a 4-week intensive summer program before the start of kindergarten, weekly parent workshops, and monthly school consultation and parent workshops throughout kindergarten. Group 2 (low intensity; LI) received only parent workshops. Program feasibility, child improvement, and parental satisfaction data were collected along with parent and teacher reports and measures of school readiness. Children in the HI group demonstrated fewer problem behaviors and less student–teacher conflict as reported by teachers. Early intensive summer interventions prior to kindergarten were found to be a promising avenue to promote successful transitions to school for children from Head Start preschools with behavior problems.

    May 13, 2016   doi: 10.1177/1053815116645923   open full text
  • Vocabulary of Toddlers Who Are Late Talkers.
    MacRoy-Higgins, M., Shafer, V. L., Fahey, K. J., Kaden, E. R.
    Journal of Early Intervention. April 15, 2016

    The purpose of this study was to understand vocabulary characteristics in toddlers who are late talkers (LT) as compared with age-matched (AM) and vocabulary-matched (VM) peers. The semantic categories (e.g., animals, foods, toys) and the percentage of nouns, verbs, and closed-class words in the vocabularies of 36 toddlers (12 LT, 12 AM, 12 VM) were examined. Results indicated that the semantic categories present in the vocabularies of toddlers who were LT were similar to those of VM peers but not of AM peers. Nouns represented the largest word class in all participant groups, but the percentage of nouns in the vocabularies of toddlers who were LT was less than the percentage of nouns in the vocabularies of AM and VM peers. These findings indicate that the vocabularies of toddlers who are LT may be atypical, rather than delayed. Clinical application and potential intervention strategies are discussed.

    April 15, 2016   doi: 10.1177/1053815116637620   open full text
  • Online Training for Paraeducators to Support the Communication of Young Children.
    Douglas, S. N., McNaughton, D., Light, J.
    Journal of Early Intervention. March 17, 2014

    Paraeducators are frequent sources of support for young children with disabilities in early childhood settings. However, they typically have limited training in providing communication opportunities for children with complex communication needs (CCN). The impact was investigated of providing training in a communication interaction strategy to three paraeducators working with young children with diagnoses of autism and developmental delay. The training included interactive online components as well as opportunities to use and ask questions about the strategy, and reflection on strategy use. After participating in the training activities, the paraeducators were observed to provide a greater number of appropriate communication opportunities during play interactions with the young children. The children with CCN also showed increases in the number of communication acts performed. In addition, paraeducator responses (including comments on child behaviors) increased. Results of social validity and generalization measures are reported. Limitations of the study are also discussed.

    March 17, 2014   doi: 10.1177/1053815114526782   open full text
  • Early Predictors of ASD in Young Children Using a Nationally Representative Data Set.
    Jeans, L. M., Santos, R. M., Laxman, D. J., McBride, B. A., Dyer, W. J.
    Journal of Early Intervention. February 19, 2014

    Current clinical diagnosis of Autism Spectrum Disorders (ASD) occurs between 3 and 4 years of age, but increasing evidence indicates that intervention begun earlier may improve outcomes. Using secondary analysis of the Early Childhood Longitudinal Study–Birth Cohort data set, the current study identifies early predictors prior to the diagnosis of ASD at 4 years for approximately 100 children. Children with ASD were compared with children with other disabilities and children who were typically developing. Multinomial logistic regression analyses identified limited unique characteristics (e.g., self-regulation and sleep patterns) at the 9-month time point. A majority of the differences in communication and language, mental/cognitive function, motor function, social interaction, and self-regulation were found at the 2-year time point. Implications for research and practice are presented.

    February 19, 2014   doi: 10.1177/1053815114523319   open full text
  • Associations Among Name Writing and Alphabetic Skills in Prekindergarten and Kindergarten Children At Risk of School Failure.
    Diamond, K. E., Baroody, A. E.
    Journal of Early Intervention. August 14, 2013

    Associations among children’s writing and alphabetic skills were examined in a sample of 502 prekindergarten children who were at risk of academic failure because they came from poor families, spoke a language other than English at home, or had an identified disability. In this sample of children at risk of school failure, 16% had an identified disability and an Individualized Education Plan (IEP). Children’s name writing skills in prekindergarten were compared with their letter knowledge and word decoding skills in prekindergarten and kindergarten. Two writing scores reflected the overall quality of children’s writing and children’s use of letters. By the end of prekindergarten, almost half of children wrote their first names correctly, and two thirds used only letters when writing their name. Children’s name writing in prekindergarten was associated, concurrently, with letter and word decoding skills. Children’s use of letters when writing their name in prekindergarten predicted growth of emergent literacy skills related to letter knowledge and to decoding and identifying words, even if the name was not written entirely correctly. While children who had an IEP had, on average, slightly lower levels of achievement than their peers, the pattern of associations among variables was similar for all children. Results are discussed in relation to the use of writing as a tool that teachers and interventionists can use in understanding and promoting children’s early literacy skills.

    August 14, 2013   doi: 10.1177/1053815113499611   open full text
  • Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms.
    Guo, Y., Sawyer, B. E., Justice, L. M., Kaderavek, J. N.
    Journal of Early Intervention. August 12, 2013

    The purpose of this study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms (N = 54). The first aim was to describe the quality of the literacy environment in terms of structure (i.e., book materials and print/writing materials) and instruction (i.e., instructional support). The second aim was to examine the interrelationships among teacher and classroom factors and the quality of the literacy environment. Results showed that, on average, the quality of the structural literacy environment was low to moderate, and the quality of the instructional literacy environment was generally low. Only one factor, the number of children who were dual-language learners, related to the quality of the structural literacy environment, whereas the quality of the instructional literacy environment was positively associated with two teacher-level factors (teacher education and self-efficacy) and negatively associated with one teacher-level factor (the number of language and literacy workshops attended). Study findings suggest the need to examine ways to improve the literacy environment of ECSE classrooms and to better understand sources of variance with respect to the literacy environment.

    August 12, 2013   doi: 10.1177/1053815113500343   open full text
  • The Gluten-Free, Casein-Free Diet and Autism: Limited Return on Family Investment.
    Hurwitz, S.
    Journal of Early Intervention. April 09, 2013

    The gluten-free, casein-free (GFCF) diet is widely used by families of children with autism spectrum disorders (ASD). Despite its popularity, there is limited evidence in support of the diet. The purpose of this article was to identify and evaluate well-controlled studies of the GFCF diet that have been implemented with children with ASD. A review of the literature from 1999 to 2012 identified five studies meeting inclusion criteria. Research rigor was examined using an evaluative rubric and ranged from Adequate to Strong. In three of the studies, no positive effects of the diet were reported on behavior or development, even after double-blind gluten and casein trials. Two studies found positive effects after 1 year but had research quality concerns. Reasons why families continue to expend effort on GFCF diets despite limited empirical evidence are discussed. Recommendations are that families should invest time and resources in more robustly supported interventions and limit GFCF diets to children diagnosed with celiac disease or food allergies.

    April 09, 2013   doi: 10.1177/1053815113484807   open full text