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Dissertations / Theses on the topic 'Early childhood education Early childhood special education Behavioral assessment of children Children with disabilities'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Clifford, Jantina Rochelle. "An evaluation of the technical adequacy of a parent-completed inventory of developmental skills /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdlink?did=1126788501&Fmt=7&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 158-166). Also available for download via the World Wide Web; free to University of Oregon users.

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2

Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.

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3

Ntuli, Esther, Arnold Nyarambi, and Moussa Traore. "Assessment in Early Childhood Education: Threats and Challenges to Effective Assessment of Immigrant Children." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8219.

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Research indicates that early childhood professionals gather assessment information to monitor child development and learning, to guide curriculum planning and decision making, to identify children who may have special needs, to report and communicate with others, and to evaluate programmes. A review of literature indicates that immigrant children have low achievement assessment scores as compared with mainstream American children, also immigrant children enter kindergarten already behind their mainstream American peers. The current study explored early childhood teachers' perceptions of assessment measures used with immigrant children and the challenges faced when assessing immigrant children. Findings of the study reveal that there are several factors that make early childhood teachers fail to gather effective assessment information from immigrant children. Unless the factors are addressed, planning for effective curriculum for immigrant children using assessment data will continue to be a challenge for early childhood teachers. Factors that continue to affect gathering effective assessment data from immigrant children include language barriers, cultural clashes, socio-economic factors, and culturally and linguistically biased assessment measures.

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4

Purdue, Kerry Ellen, and n/a. "Inclusion and exclusion in early childhood education : three case studies." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070202.115120.

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This research is based on three case studies, each of which involved a critical examination of how early childhood centres responded to children with disabilities. The first case study involved gathering information at seven full-day workshops undertaken at seven locations in the North and South Islands of New Zealand. The early childhood teachers, other professionals and parents who attended these workshops provided information on centre policies with regard to children with disabilities and on their own views about issues in this area. The second case study involved participant observation and interviews in a kindergarten across ten months. In this setting, I was actively involved in the daily programme, looking at how the kindergarten responded to Craig, a child with severe disabilities, and his family. The third case study involved participant observation and interviews in a childcare centre across ten months. In this setting, I looked at how the centre and its community included Peter, a child with Down Syndrome, and his family. In each of the case studies I was interested in understanding how children with disabilities may be included in early childhood settings and how some children with disabilities may experience exclusion from such centres. The data from the three studies were theorised from a social constructionist position that suggests that our understandings of the world are made evident in the way in which we name and talk about issues. Within this theoretical position, it is through discourse that knowledge and meaning about a phenomenon are formed and produced. Discourses function as a system of rules giving authority to what may be said and thought in relation to a particular subject. In the present case, the focal subject was disability. From the case studies it was evident that two particular discourses had significant and contrasting implications for policy and practice in early childhood education. A medical-model discourse that saw disability as a condition of an individual child in need of "special" education and treatment was related to children with disabilities experiencing discrimination and exclusion. A discourse of inclusion in which disability was viewed as part of a continuum of human experience was related to policy and practice that was focussed on the elimination of barriers, and to full participation in early childhood settings. The thesis suggests that removing barriers to participation is consistent with a social justice approach to disability that acknowledges the need for both redistributive justice through resource allocation, and respect for differences through justice as affirmative cultural recognition.

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5

Oz, Aysegul Sukran. "Computer-supported collaborative learning between children and parents a home-based early intervention study to improve the mathematical skills of young children at risk for learning disabilities /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331268.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4293. Adviser: Genevieve M. Williamson.

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6

Lechtenberger, DeAnn. "A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278450/.

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Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.

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Ivey-Soto, Mona C. "Examining the utility of a new caregiver-completed social emotional assessment, the Social Emotional Assessment Measure, with diverse low-income parent-toddler dyads /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9218.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 184 - 200). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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8

Demoville, Kathryn Lee. "The inclusion of parents in early childhood language and behavior development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2925.

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The purpose of this study was to determine what language and behavior changes occur when parents are included in a curriculum that provides intervention for children with language delays and behavior and social delays. This project was a collaborative effort between the Early Intervention Special Education Program for three-five year old children in the school distrtict, and the County of Riverside, Department of Mental Health Services.

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9

Hoover, Paula J. "Mothers' Perceptions of the Transition Process From Early Intervention to Early Childhood Special Education: Related Stressors, Supports, and Coping Skills." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27190.

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This study investigated 10 mothers' perceptions on the transition process, for their children with disabilities, from early intervention to early childhood special education. The issues of related stressors, supports, and coping skills were further explored. This research was guided by the ecological or systems theory. The issue of transition between the two service programs (early intervention to early childhood special education) is addressed specifically in the legislation (Part C, Section 619, IDEA 1997). Federal law defines several elements that must be included in the transition planning. Each state must ensure a smooth transition for toddlers receiving early intervention services to preschool and other appropriate services. Since transition is such a critical time for young children with disabilities and their families, stress will presumably occur. The parents need to learn new terminology and procedures because each program is unique in which services are provided. Families are to receive information and training during the transition period. This study was guided by the following research questions: (1) What are the mother's perceptions of the transition process? (2) What factors facilitate or inhibit their satisfaction and involvement with the process? (3) What types of stressors and supports do these mothers experience during this process? Qualitative methods were used to secure data. In-depth interviews provided the most information, but document analysis was also utilized. Each participant was interviewed two times. Participants were found from a variety of resources in the local communities. The criterion for this study included mothers whose children had a diagnosed disability or developmental delay, had been in an early intervention program, and had transitioned within the last two years. The mothers from this study had positive transitions for their children. They were involved in this process and became better advocates. They were supported by family members and friends. Much support was provided by the professionals working within the early intervention system. The individuals who work with families of children with disabilities need to be aware of the whole family system. By knowing the family system, professionals will be able to provide services based on the individual needs of the family. Specific recommendations for policy makers in rural areas include the availability, location and cost of services. The medical model versus the education model was also discussed as an issue for these families when transitioning their children from one program to another.
Ed. D.

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10

Sewell, Tamara Ann. "Family-centered practice in early intervention and early childhood special education personnel preparation : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=73&did=1400963551&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255027176&clientId=28564.

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Blair, Kwang-Sun Cho 1958. "Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282277.

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A context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a combination of reversal and multielement designs. Antecedent variables (preference, task length, availability of centers, and social skills) and a consequent variable (attention) were manipulated to determine their effects on problem and appropriate behaviors during preacademic and table activities. Preference was a common variable that influenced the problem behaviors of all of the participating children. However, for one child, a complex interaction among variables (preference, social skills, and attention) was demonstrated. A combination of multiple-baseline and multielement designs was used during the intervention phase to evaluate the intervention effects across children and teachers and to compare the two stages of intervention. The assessment-based interventions reduced the problem behaviors of the children and the negative interactions of teachers, and increased positive teacher interaction. In addition, generality was demonstrated to non-targeted activities and children. The results also demonstrated that the intervention procedures could successfully be applied by multiple teachers with multiple children. Finally, the acceptability of the intervention procedures was high across teachers and children.

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Villines, Meredith. "Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/425.

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Inclusion of children with disabilities in early childhood settings remains a goal for many early care and education centers and professionals. In this study, the perceptions of supports needed to accomplish this goal were examined. Early childhood teachers from a university-based child care center, which is inspired by the schools in Reggio Emilia, Italy, were interviewed and asked to explore their feelings and thoughts on fully including children with disabilities in their classrooms. An examination of their perceptions led to the identification of four major themes: a) everyone is valuable in the classroom community, b) additional training is needed, c) support from administrators, peers, specialists, and therapists, d) experience fosters success. From these themes the researcher found that teachers felt support from administrators(staffing, policies and procedures, time for meetings), peers, and on-site consultants, additional training, and an over arching philosophy of accepting differences were crucial to successful inclusion. The participants also indicated that all new teachers, whether in pre-service or through in-service should have access to these supports and be provided with information about the benefits and positive experiences of others who have included a child with a disability into their classroom. This study will add to the continuing discussion of early childhood inclusion and provide additional information for programmatic decision making within a particular setting.

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Chinhara, Henry. "Catering for children with special education needs in the provision of early childhood development programme in Zimbabwe : towards a holistic and inclusive framework." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/3055.

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The study investigated how primary schools in Chiredzi District in Zimbabwe, cater for ECD “A” and “B” children with special education needs. A mixed method design located in the pragmatism paradigm was used to carry out the study. Post-positivist is an interactive process which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding of phenomenon, interpreted through the social and cultural context of respondents’ lives. By adopting quantitative and qualitative approaches, the researcher was able to ensure a high level of reliability in the collected data, at the same time obtaining comprehensive information on how primary schools attaching preschool classes in Chiredzi district cater for ECD “A” and “B” children with special education needs. Purposive sampling and cluster sampling procedures were used to solicit information from ECD teachers, school heads, parents, the District Education Team, NGOs and critical government ministries through semi-structured questionnaires, face-t-face interviews, focus group discussions, observations and document analysis. The study established that, while the government carries out its mandate of providing social services to learners with special education needs, they are incapacitated due to lack of resources. The majority of schools are not providing adequate health facilities for learners with special education needs. Furthermore, most schools are not providing nutritional supplementation to vulnerable learners, situations which deprive the learners with the much needed opportunity to grow and develop to the anticipated potential. In addition, the study noted that, ECD “A” and “B” children with special education needs enrolled in classes attached to primary schools do not access Basic Education Assistance Module (BEAM) or Cash Transfers to alleviate the children that are in need. It came out that such a situation impacts on learners’ attendance and subsequently their learning outcomes. Regardless of the stipulations by international treaties on the nature of inclusive education, the study established that, the education system has not yet modified curriculum to accommodate learners with diversified forms of special education needs. The situation is made worse by the fact that, heads of schools, and teachers are not adequately trained to handle learners with special education needs in early childhood development programmes. In addition, schools face the challenge of scarcity of learning resources that support ECD learners with special education needs which seriously impact on the growth and development of young learners at this critical stage of their development. Regardless of the essence of continuous professional development programs, in schools whose purpose is to redress the professional gap in schools, the study found that the CPD are doing very little to transform the mind-set of teachers. The study concluded that learners with special education needs are not benefiting from the current inclusive education programme. The study recommends that following; Stakeholders work together to promote the health and nutritional needs including other social services of ECD learners in classes attached to primary schools. There be a national teacher in-service programme for those teachers deployed in schools, to equip them with the desired skills, and knowledge to handle learners with special education needs, especially at this critical stage of their development. Teachers’ Colleges redesign their curriculum to address inclusive education in schools. Teachers’ Colleges need to empower new graduates with skills and knowledge to handle children with special education needs in schools. Policy makers to advocate for redesigning the curriculum to include children with special education needs to ensure availability of resources in inclusive schools to alleviate the challenges faced by these children. Those policy makers should advocate for a way to ensure that all children with special education be enrolled in mainstream schools. Thus, the study proposed an alternative, holistic, and inclusive education model for schools attaching ECD “A” and “B”

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Alzahrani, Sultan. "Investigation of Early Intervention Teachers' Perspective about Services in the Mecca Region of the Kingdom of Saudi Arabia." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2291.

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This survey-based, quantitative research investigated Early Intervention teachers' perception about Early Intervention services in Mecca Region in The Kingdom of Saudi Arabia. This research focused on three dimensions of Early Intervention including attitude toward Early Intervention services, the cultural influences in the provision of services, and the recommended practices that were used by professionals. Two options were offered to subjects to complete the survey: 1) an online survey and 2) a hard copy of the survey which was distributed to teachers in Early Intervention Centers. The majority of the participants completed the online survey. Data was collected and analyzed. The results showed that the teachers in Mecca Region in Saudi Arabia did not follow recommended practices. However, they had positive attitudes about Early Intervention services and indicated that they considered the culture of the children and families when determining curriculum and services in their programs.

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Hennessey, Ann Laureen. "Reducing California's special education costs by improving access to early childhood intervention: A policy review." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2156.

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This project addressess the importance of early childhood intervention for California's infants and toddlers and how the managed care trends are affecting families' ability to obtain help for their children.

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DeMeurers, Patricia King. "Transitions from early childhood special education to kindergarten : a study of three transition plans and their effectiveness as reported by families and kindergarten teachers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987229.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-183). Also available for download via the World Wide Web; free to University of Oregon users.

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17

Linan-Thompson, Sylvia Francisca. "Habia una vez : teacher beliefs about the purpose of story time that influence their decisions during story time in bilingual early childhood special education classrooms /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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18

Albone-Bushnell, Rachel. "A List of Core Skills and Knowledge Necessary for Parents of Children Birth to Five Years Old with Autism, as Prioritized by Practitioners with a Behavioral Perspective." Thesis, St. John Fisher College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689092.

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Verified improvement in the treatment of children with autism spectrum disorders (ASD) in the past decade has involved both early interventionists and parents. It is widely acknowledged that the parent-child relationship is fundamental to the development of communication and social skills, especially for children with ASD, and accordingly that parent education is critical. However, lists of required skills and knowledge in professionally developed curricula designed for parents of children with ASD have not been prioritized by the consensus of large numbers of variously affiliated practitioners. The present research yielded wide professional agreement on the prioritization of such skills and knowledge. The instrument used was a self-evaluating, closed-ended survey administered to 483 behaviorists who treat autism. In particular, the survey identified whether a participant had a child with autism or not. The information gathered will assist in the development of a curriculum intended to guide parents in optimizing the help they can give their children with autism.

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Moynahan, Kelly C. "Adaptive Behavior Assessment of Ethnically Different Children Referred for Special Education Services." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4748.

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According to the Centers for Disease Control and Prevention, approximately 1 in 6 children are diagnosed with a developmental disability or with developmental delays, which are associated with impairments in physical, language, cognitive, and/or adaptive behaviors. To fill a gap in the literature, the adaptive profile of young children initially served as developmentally delayed (DD) were analyzed to explore adaptive differences between different ethnicities and placement settings of children at the time of the initial referral prior to DD assessment. Archival data included 333 preschool aged children. The independent variables of eligibility status (DD or not DD eligible), ethnicity (White, Black, or Hispanic), and placement setting prior to testing (home, daycare, or school) and the dependent variable of Adaptive Behavior Assessment Scale-II Parent/Primary Caregiver Form General Adaptive Composite (GAC) standard scores were used. Three 1-way ANOVAs indicated a significant difference between the 2 levels of eligibility status. There was no difference for the 3 levels of ethnicity. There was a significant difference in GAC scores between public school setting versus home setting but not between daycare setting versus public school and home settings. To effect positive social change, knowledge from this study highlights the need to increase professional and public awareness of early identification of DD children; the importance in mandating competent care by highly trained individuals; and the impact of educating parents, daycare professionals, educators, and other providers about the role of social learning on development and mastery of functional life skills for all young children.

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Marshall, Jennifer. "Parent Pathways: Recognition and Responses to Developmental Delays in Young Children." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4534.

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The importance of early recognition and intervention for developmental delays is increasingly acknowledged, yet high rates of under-enrollment and 1-3 year delays in entry to the public early intervention system continue. Much research has examined developmental screening in health and child care settings, but less well understood is what prompts parents to identify problems and seek help for their children. This mixed methods study rooted in the Health Belief Model and Social Support Theory examined child, parent, family, and community level factors related to parent recognition (awareness and concern) and response (help-seeking and enrollment in services), including formal and informal sources of appraisal, informational, instrumental, and emotional support. Phase 1 examined responses from 27,566 parents of children ages 0-5 using the 2007 NSCH to quantify the type and number of parent concerns regarding their child's development in eight developmental domains, rates of enrollment in public intervention or private therapy, and factors associated with increased or decreased likelihood of concern or services enrollment. Regression analyses indicated that the likelihood of parent developmental concern and enrollment in public or private services differed by: child age, sex, health status, and type of developmental delay; parent and family characteristics (e.g. maternal race/primary language, reading to the child, etc.); pediatrician inquiry about concerns; insurance type; and child care type. Maternal age, education, marital status, and family structure and income were controlled for in all three models, but did not consistently contribute to likelihood of concern or services across outcomes. Phase 2 of the study utilized purposive, convenience, quota sampling via community agencies to invite 6 Spanish and 17 English speaking parents of high and low socioeconomic status to share their experiences in recognizing and responding to developmental concerns in their children (ages 2 weeks-4 ½ years) via 18 interviews and 2 focus groups. Participants also completed demographic, developmental status (PEDS), and knowledge of infant/child development (KIDI) questionnaires. About half of participants reported behavior (54%), social (50%), or speech concerns (54%); over a third had academic (38%), receptive language (42%), or self-help concerns (33%); and roughly 15% reported fine motor (17%) or gross motor (13%) concerns. Parents described in detail observations that first sparked developmental concerns, their decision-making processes in help-seeking and timelines for services; types and sources of social support; and facilitators and barriers related to recognition and help-seeking. The average score on the infant questionnaire was 50% correct and 65% on the prekindergarten questionnaire (range 32-91%). The results of this study describe child (sex, age, health status, type of delay), parent (age, education, race, ethnicity, home language, perception of susceptibility and severity of child delay), family (siblings, income, reading to the child, relative child care, social support), and community (pediatric practices, source of medical care, insurance, community support and referral coordination)factors related to early identification of developmental delays and access to public early intervention and private therapy services. Findings can be used to inform and improve community education, developmental screening, and Child Find outreach efforts. This study also contributes to our understanding of how parents interface with early intervention systems and both formal and informal parenting supports in the community, and identifies triggers for parental recognition and help-seeking for developmental delays and preferred entry points and pathways to assessment services. Recommendations include additional research on the causes, risk factors, co-morbidities, onset, and stability of diagnosis for developmental delays; continued development and universal implementation of valid and reliable screening and assessment tools, particularly for infants and toddlers; education campaigns to increase provider, parent, and public knowledge about developmental expectations, the importance of early intervention, and intervention options; further expansion of free, culturally appropriate programs to support child development for children with and without developmental delays and to strengthen formal and informal social supports for parents; improved referral coordination and timelines; and ongoing evaluation research to further demonstrate the efficacy of a variety of intervention service delivery models.

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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.

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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.

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Keramidas, Cathy Galyon, Kimberly Hale, and Angie Dugan. "The High Stakes Literacy Game: Improving Literacy of Children with Disabilities through Squishy Books." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/525.

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Research has provided ample evidence supporting the notion that interaction with books during early childhood enhances the development of reading skills (Bus, van IJzendorn, & Pellegrini, 1995; Dickinson & Smith, 1994; McKeown & Beck, 2004; Sénéchal & LeFevre, 2002). Additionally, we know there are substantial disparities in children’s experiences with language, vocabulary, and early literacy prior to entering kindergarten. These disparities have a lasting effect on later academic success (Catts, Hogan, & Fey, 2003; Hart & Risley, 1995: Snow, Burns, & Griffin, 1998). Children at greatest risk for poor language and literacy skills are young children who live in poverty and young children identified at-risk for developmental delays and disabilities.

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Lovelace, Temple Sharese Ph D. BCBA. "The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217621704.

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Fox, James J., John J. Wheeler, and Cathy Galyon Keramidas. "Effectively Serving Young Children with Social Emotional Behavior Challenges in Preschool and the Early Grades: Combining Behavior Interventions and Assistive Technology." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/516.

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Spino, Margie A. "The Effects of Two Schedules of Instruction with Constant Time Delay on the Receptive Word Learning Skills of Preschool Children with Developmental Delays." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365122852.

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Branch, Jessica Marie. "Effects of Teacher Facilitation and Child-Interest Materials on the Engagement of Preschool Children with Disabilities." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492896085780957.

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Fissel, Schea Nicole Fissel. "Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803.

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Keirsey, Stacie Rae. "Experiences of Neurotypical Siblings of Children with an Autism Spectrum Disorder: A Qualitative Exploration." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1485455070586812.

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Glenn-Applegate, Katherine. "Caregivers’ Preschool Selection Factors and Their Degree of Agency in Selecting High Quality Preschools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306413949.

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Sallot, Coleen Michelle. "Utilizing Play to Help Adopted Children Form Healthy Attachments." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619193153362829.

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Godfrey, Celia. "Responses to an early childhood educational intervention with disadvantaged families an exploratory study /." 2006. http://eprints.vu.edu.au/1467/1/Godfrey.pdf.

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Recent decades have seen an expansion of the early intervention field, particularly with children who are deemed at risk of adverse outcomes due to socio-economic or other disadvantage. Early educational intervention has taken many forms, but those involving both the child and parent together have been shown to have the strongest effects. Additionally, intervention in the early years, enhancing the child’s ability to engage with formal schooling, has been found to have a lasting impact not just on the educational trajectory of the individual, but also on the life opportunities which become available. This thesis reports an investigation of the implementation of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program in a regional city in Victoria, Australia. Here, for the first time, this intensive, graduated, two-year program was delivered to a group of Australian-born families experiencing trans-generational poverty and educational disadvantage. The administering agency trained para-professionals from the community who undertook fortnightly home visits to instruct parents in a standard curriculum designed to enhance the learning readiness of their children. Parents, in turn, delivered the program in daily sessions to their children aged four and five. On alternate fortnights this instruction was provided at group meetings for parents. Following previous research, it was expected that HIPPY would result in positive outcomes in terms of cognitive and socio-emotional functioning for children. The experience of parents and staff were also explored as part of the process evaluation. Implementation issues were documented, and their relevance to program outcomes was considered. Analysis of complementary qualitative and quantitative data showed that children made substantial gains in several areas. Interviews with parents revealed that HIPPY was enjoyable and achievable, and contributed to children’s increased confidence, early learning, and familiarity with schoolwork. Formal psychological testing demonstrated clear gains for children in terms of their early school skills and socioemotional development, although results in the areas of general cognitive development, school readiness, and academic self-esteem were inconclusive. Process evaluation found that HIPPY was relevant and feasible in this population and highlighted several key aspects of program implementation. Findings are discussed in the light of international literature in the early intervention area, and implications for future practice and research are drawn out.

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Shaffer, Denise E. "A comparison of the behavioral adjustment of first-grade students that attended a full-day kindergarten program and first-grade students that attended a half-day kindergarten program." 2004. http://etd1.library.duq.edu/theses/available/etd-08102004-134439/.

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Templeman-Barnes, Arlene L. "Parental views of supports and services related to their special needs children : transition to kindergarten /." 1996. http://collections.mun.ca/u?/theses,30857.

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Vorster, Wilna. "Ouerbegeleiding vir die kognitiewe ontwikkeling van die milieubenadeelde kleuter (Afrikaans)." Thesis, 2003. http://hdl.handle.net/2263/26736.

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The full text of this thesis/dissertation is not available online. Please contact us if you need access. Read the abstract in the section 00front of this document.
Thesis (PhD (Nie-formele Onderwys))--University of Pretoria, 2006.
Orthopaedic Surgery
unrestricted

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Hwang, Francis. "Effects of a Curriculum-Based Intervention on the Increments of Stimulus Control for Bidirectional Naming and Student Learning." Thesis, 2021. https://doi.org/10.7916/d8-xx9g-he44.

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In two experiments, I tested the effects of a curriculum-based intervention on preschool students’ degree of stimulus control for bidirectional naming (BiN) across familiar and unfamiliar word-picture relation levels of complexity. In Experiment I, I used a multiple probe design to test the effects of the curriculum-based intervention on the degree of BiN for familiar word-picture relations. All four participants in the first experiment demonstrated an increase in the degree of BiN for familiar picture-word relation, with three participants meeting the incidental BiN criterion level of 80% across three response topographies. In Experiment II, I compared the curriculum-based intervention and repeated novel naming experience (RNNE) on preschool students’ degree of BiN and learning. The dependent variables were 1) degree of stimulus control for BiN across familiar and unfamiliar word-picture relations 2) learn units to criterion across math and reading 3) percentage of correct responses to unconsequated post-math and reading instruction probes. I investigated whether the method of acquisition of BiN, a curriculum based or RNNE, has differential effects on the dependent variables. Three out of four participants who received the curriculum-based intervention acquired BiN for picture-word relations following a novel experience, while one out of four participants under the RNNE condition acquired BiN. The results of the study suggest that a curriculum-based instruction can simultaneously induce BiN while teaching academic objectives to preschool students. Experiment II also implicates the effects of a technology-mediated intervention on developing academic and verbal behavior development cusps even in young children.

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Stevens, Michelle Sharon. "Accommodation of Grade R learners with cerebral palsy by teachers and practitioners : a case study of two special schools." Diss., 2018. http://hdl.handle.net/10500/24832.

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The study explored how a practitioner and a teacher accommodated children living with cerebral palsy in Grade R, also referred to as the reception year, at two special schools, especially how they adapted the environment and used assistive devices. Cerebral Palsy is the most common form of a neurological disorder that appears in infancy or early childhood, permanently affecting body movement and muscle coordination. Research has illuminated that early specialist intervention such as assistive devices, augmentative and alternative commutation methods and assistive technology can make the world of difference to the future of the child. My research afforded me the opportunity to observe the children in Grade R living with cerebral palsy, with the practitioner and the teacher in their natural setting at school level. I followed the deductive paradigm, and adopted a case study design. The use of assistive devices and argumentative and alternative communication has historically been the domain of occupational-, speech- and physiotherapists. With the introduction of inclusive education and the new screening, identification, assessment and support policy to be conducted in all Grade R classes at all schools in South Africa, my research will be beneficial to mainstream and full-service schools, as well as special schools. Young children living with cerebral palsy will be included in all these schools and will need support from expert teachers and practitioners, who are knowledgeable about their requirements for an adapted environment and the use of assistive devices and augmentative and alternative communication methods. The study found that the Grade R staff at the special schools were knowledgeable, but their knowledge was superficial, their classrooms lacked adapted toys, and assistive technology was non-existent. Teachers and practitioners need practical training on the importance of movement for children living with cerebral palsy and the training should emphasize that experiencing the world through assistive devices alleviates barriers to learning and development.
Inclusive Education
M. Ed. (Inclusive Education)

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