Dissertations / Theses: 'Early Intervention (Education)'

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Trivette, Carol M. "Engaging Families in Early Intervention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4457.

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Come join the Military Families Learning Network Early Intervention team on Wed., June 29, from 12:30-1:30 ET for an interactive discussion related to the webinar "Engaging Families to Focus on Intervention Strategies" held on June 23. We want to hear your thoughts, opinions, and experiences related to interactions you have had with families of young children with disabilities and how those interactions strengthen the family’s ability to support their child’s learning. Were you not able to participate in the webinar on the 23rd? No worries! We would still love to hear from you! And if you want, you can go to the archived webinar and listen to it before the Lunch & Learn. Come share your expertise and learn from others during this interactive forum.

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Trivette, Carol M. "Supporting Adult Learning in Early Intervention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4450.

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Nyarambi, Arnold, and Z. Nkabinde. "Early Intervention and Early Childhood Education in Zimbabwe and South Africa: Implications to Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8229.

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Qiu, Wei. "Physical activity intervention in early care and education settings." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 185 p, 2009. http://proquest.umi.com/pqdweb?did=1654493001&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Gatling, Veleka Studivant. "The Transition from Early Intervention to Early Childhood Special Education: Three Case Studies." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26632.

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The reauthorization of the Individuals with Disabilities Act (IDEA) in 1997 increased educational standards and accountability for the education of students with disabilities. Specifically, the amendments of IDEA 1997 were directed at improving the results for all children served in Part B (early childhood special education) and Part C (early intervention). IDEA 1997 required that states develop a plan, including transition policy, procedures and practices to create a smooth transition from Part C (early intervention) to Part B (early childhood special education) services. IDEA 1997 also required that parents, school administrators, service coordinators, and special educators be involved in the transition process. In 2004, IDEA 1997 was amended and is now known as IDEA 2004. Among the many amendments of this legislation are increased emphasis on early intervention services and transition. This suggests that the transition process from Part C to Part B should be revisited by all agencies involved to ensure that smooth transitions occur. Few studies have addressed the transition process and no studies were found that looked comprehensively at the transition process among parents, administrators, and other service providers. The purpose of this study was to better understand the facilitators and inhibitors to successful transitions through the perceptions of all stakeholders involved in the process using three case studies. Major findings indicate that factors that may interfere with a smooth successful transition process include: (1) parents’ concerns about services, (2) confusion about meetings, and (3) lack of information, while factors that facilitate a successful transition include: (1) meaningful involvement and communication among all parents and school representatives and (2) having adequate information for decision-making. The findings reveal that although the school system was in compliance with the transition process, there were clear areas for improvement.
Ed. D.

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Pinnock, Nina June. "Factors influencing transition from early intervention /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3112124.

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Gatmaitan, Michelle M. "Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1537797159930715.

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Davis, Jodi. "Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this was not the case for district level assessments, it is recommended that the district revisit their local assessments and testing administration practices. It is also recommended that this cohort of students continue to be studied to see of the outcomes last beyond the third grade.

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Nelson, Donna Elizabeth. "Family Satisfaction with Early Intervention Services as it Relates to Family Functioning." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1217.

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This study examined the perceived impact and satisfaction levels of early intervention services of families living in the Appalachian region of northeast Tennessee. Families living in Hawkins and Johnson counties in the northeast region of Tennessee whose children with disabilities had recently exited an early intervention program participated in the study. The primary sources of data collection were personal interviews based on the Beach Center Family Quality of Life (FQOL) Scale (Beach Center on Disability, 2003), the Family Functioning Style Scale (FFSS) (Deal, Trivette, & Dunst, 1998), and member checks. The FQOL contains 5 subscales: Family Interaction, Parenting, Physical or Material Well-Being, Emotional Well-Being, and Disability-Related Supports. Each subscale includes items unique to the subscale that participants examined and ranked (Low, Medium, or High) as to how important, how satisfied, and the priority for support regarding each item. The study focused on and addressed 1 of the 4 categories of family-based practices; strengthening family functioning (Trivette & Dunst, 2000). The findings of this study revealed that families, overall, were highly satisfied with the early intervention services received. The findings suggest that families in Hawkins and Johnson counties valued and found the need for family interaction important. The levels of support regarding individual subscales revealed some variations but maintained consistency within group majority expectations and family requirements. It can be concluded that the perceived impact of early intervention services met the needs of each individual participant in the area of family interaction and the satisfaction level was ranked high.

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Tan, Tiara. "Honouring parental priorities in communication intervention for prelinguistic behaviour /." [St Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16766.pdf.

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Davis, Jodi. "The Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this was not the case for district level assessments, it is recommended that the district revisit their local assessments and testing administration practices. It is also recommended that this cohort of students continue to be studied to see of the outcomes last beyond the third grade.

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Nyarambi, Arnold, and Esther Ntuli. "A Study of Early Childhood Development Teachers’ Experiences in Zimbabwe: Implications to Early Intervention and Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8221.

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This study examined Early Childhood Development (ECD) teachers’ perceptions of ECD programs regarding benefits and opportunities for early intervention. Research indicates that young children with developmental delays and disabilities demonstrate better progress when intervention is offered early and in inclusive classrooms. A mixed method design was used to collect data from a purposeful sample of 81 ECD teachers in Chipinge district, in Zimbabwe. Both descriptive and regression analysis methods were used for data analysis. Findings indicated that there was a general lack of in-depth knowledge, and most teachers did not follow developmentally appropriate curriculum. Threats and challenges included: lack of knowledge and assessments to diagnose developmental delays, disabilities, as well as lack of developmentally and culturally relevant teaching materials. Regression analysis indicated that age, experience, location, and training are important variables explaining perceived benefits of ECD. This study offers research-based ways to address challenges and threats to effective ECD programs.

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Trivette, Carol M. "Engaging Families to Focus on Intervention Strategies." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4453.

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Young children with disabilities have better outcomes when their families are actively involved in supporting their child’s learning. This session will help Early Interventionists, private therapy providers, and other professionals working with young children with disabilities think about their interactions with the child's family and how those interactions strengthen a family’s ability to support their child’s learning. In this 90 minute session participants will: Learn about strategies to increase parent participation in their child’s Early Intervention home visits and/or therapy sessions Explore possible strategies that can be used to engage a deployed parent in home visits and/or therapy sessions Observe through video, professionals working with a parent to enhance the parent’s use of effective intervention strategies Explore the use of tools and strategies that promote reflection on practices being used to engage families

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Rutland, Julie Harp. "FACTORS RELATED TO SIBLING INVOLVEMENT IN EARLY CHILDHOOD INTERVENTION." UKnowledge, 2012. http://uknowledge.uky.edu/edsrc_etds/1.

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Professionals in early intervention have little information about the levels of sibling involvement in intervention, factors that contribute to sibling involvement, or how sibling involvement is related to families’ perceptions of self-efficacy. Few studies have investigated siblings in early intervention, and none have focused on relationships between sibling involvement in early intervention and parent self-efficacy. Using quantitative survey research this study investigated factors related to sibling involvement in early intervention strategies. Respondents completing the survey consisted of 129 parents who had a child enrolled in Michigan’s early intervention program, and at least one sibling in the home. Results indicated a significant relationship between sibling use of early intervention strategies and 1) the region in which the family lives, and 2) the age difference between the siblings in each sibling dyad. Practical implications of the findings are discussed.

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Burks, Carrie C. "ASSESSMENT IN EARLY CHILDHOOD INTERVENTION: THE IMPORTANCE OF TRAINING." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/68.

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Information collected from multiple domain child developmental assessments, known as five area assessments, are being used in early intervention for high stakes purposes such as program monitoring. As a result, it is important to examine variables that may affect test administration fidelity and its impact on obtaining valid data. The purpose of this study was to survey early intervention service providers in the state of Kentucky to determine possible independent variables that may affect their comfort level in administering five-domain tests. Surveys were made available to all early intervention service providers within the Kentucky First Steps early intervention program. Data were analyzed to determine the effect of independent variables such as: amount and format of training in administering assessments, amount and format of training in child development, years of experience, educational degree level, certification in interdisciplinary early childhood education, and discipline area on a provider’s comfort level in administering five area assessments. The results of the study indicated a statistically significant positive relationship between the amount of assessment training a provider received and their self-perceived comfort level in administering assessments.

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Hantak, Kelly. "An Initial Examination of Relationships Between Early Intervention Services, Family Outcomes, and Andragogical Factors." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253896.

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This study is an examination of early intervention services for infants/toddlers with visual impairments, as related to home-based services and andragogy learning theory. Early intervention refers to therapeutic services provided to eligible infants/toddlers while andragogy emphasizes how adults learning. Research discussed the implementation of andragogical factors with parents of infants/toddlers appeared limited. The null hypotheses statements addressed four variables related to infant/toddler with visual impairments assessment scores, the number of home visit units authorized by the child’s Individualized Family Service Plan (IFSP) and implemented by the early intervention service provider, responses on the family outcome survey, and service provider responses regarding the use of andragogical factors during early intervention home visits.

The researcher examined secondary data related to assessment scores of infants/toddlers with visual impairments, the frequency of home visits implemented by a Teacher of the Visually Impaired (TVI) and/or Orientation and Mobility (O and M) specialist, comparison of early intervention units, and results of a Family Outcome Survey. The researcher co-authored the Modified Instructional Perspectives Inventory for Teachers working with Parents of Young Children (MIPI-TPC) to measure the frequency in which early intervention service providers implemented andragogical factors during home visits. Participants of this study included 30 infants/toddlers with visual impairments receiving early intervention services from a TVI and/or O and M specialist. Seventeen families completed the Family Outcome Survey and three early intervention service providers completed the MIPI-TPC. The utilization and analysis of descriptive statistics, a t-test of dependent means, and the Pearson Product Moment Correlation Coefficient, Analysis of Variance, and Chi-Square test determined relationships among the variables.

The results demonstrated limited relationships with assessment scores, frequency of home visits, units provided and authorized in the infant/toddler’s IFSP, and parent responses on the Family Outcome Survey. However, the MIPI-TPC results reported the service providers implementing andragogical factors within the category levels of above average and average. The prominent finding of the study supported the integration of andragogy learning theory during early intervention services. Future studies linking the two fields together may benefit the advocacy of early intervention service providers, empowerment of parents, and most importantly, infants/toddlers with developmental delays.

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Decker, Kelsey. "Language and Play Everyday: Enhancing Early Intervention Provider Knowledge and Use of Naturalistic Communication Interventions." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23745.

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The current study used a quasi-experimental comparison group pre/post-test design to examine the effectiveness of the Language and Play Everyday (LAPE) program for improving EI/ECSE practitioners’ knowledge, use of, and confidence in using Caregiver Implemented-Naturalistic Communication Interventions (CI-NCIs). Participants included 20 EI/ECSE practitioners across IDEA-related disciplines, eight with prior LAPE experience. 10 practitioners took part in a new, more intensive LAPE program, and 10 did not. Analysis of pre/post-questionnaires revealed that practitioners with prior LAPE experience reported significantly higher use of CI-NCI skills and mean self-efficacy ratings than those without LAPE experience. Practitioners who participated in the new, more intensive program used significantly more skills and scored significantly better on a knowledge test than those who did not participate, even when controlling for prior LAPE experience. These findings indicate that the LAPE program is a promising model to train EI/ECSE practitioners across disciplines in CI-NCIs.

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Saracino, Jennifer. "Early intervention in Canada: perceptions of parents and service providers." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104664.

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As the federal government does not mandate Early Intervention in Canada, decisions are left to provincial and territorial jurisdiction, resulting in discrepancies in services and supports across the country. In an effort to examine these differences, 427 Canadian service providers and 381 Canadian parents took part in our study. Provinces and territories were compared with one another on a number of variables including funding, wait times, program intensity, parent and service provider satisfaction, service comprehensiveness, coping strategies, and perceptions of family-centered care. Canadian service providers were more similar than different in terms of several variables, including average wait times, number of services, and ratings of program satisfaction. Parents from across Canada also reported similarities in terms of average age of service delivery onset, average wait times, parental coping strategies, and perceptions of family-centered care. Despite many similarities, several differences were also found across Canada. According to parent report, children in Alberta received their diagnosis significantly earlier than children in Quebec. Canadian parents also reported differences in terms of their satisfaction with their respective program, with parents in Nova Scotia and Alberta reporting the greatest levels of satisfaction. Differences were also found across Canada in terms of satisfaction with government support, again with parents in Alberta reporting the greatest levels of satisfaction. The implications for service providers, families, researchers, and other key stakeholders are discussed and directions for future research are explored.
Comme le gouvernement fédéral ne favorise pas l'intervention précoce au Canada, les décisions reposent sur les épaules des juridictions provinciales et territoriales. Cela explique les nombreuses divergences au niveau du support et des services à travers le pays. 427 fournisseurs de service canadiens et 381 parents canadiens ont pris part à notre étude. Nous avons comparé les variables des provinces et territoires, incluant le financement, les délais d'attente, l'intensité du programme, la satisfaction des parents et des professionnels du secteur, la globalité des services, les stratégies d'ajustement et la perception des soins centrés sur la famille.À l'analyse de plusieurs variables telles que les temps d'attente, la quantité de services offerts et le niveau d'appréciation du programme, on remarque plus de similarités que de différences parmi les professionnels canadiens offrant ces services. À travers le Canada, les parents ont aussi rapporté des similitudes en termes de moyenne de délais d'attente, d'âge moyen de début des interventions, de stratégies d'ajustement des familles et de perception des soins centrés sur la famille. Malgré plusieurs correspondances dans nos statistiques nationales, nous avons aussi relevé quelques différences au pays. D'après le rapport des parents, les enfants albertains reçoivent leur diagnostique considérablement plus tôt que les enfants québécois. Les parents canadiens ont aussi affiché des distinctions en termes de satisfaction face à leur programme respectif ; les parents de la Nouvelle-Écosse et de l'Alberta affectionnant davantage leur programme. Enfin, nous remarquons un niveau de satisfaction variable face à l'appui gouvernemental, les parents albertains démontrant encore une fois un niveau plus élevé de satisfaction. Nous discutons des implications pour les professionnels de service, les familles, les chercheurs et autres joueurs-clef. De nouvelles pistes de recherche sont aussi explorées.

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Green, Chloe Teressa. "Cognitive Underpinnings of Math Learning and Early Play Based Intervention." Thesis, University of California, Berkeley, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10282013.

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For my graduate research presented in this dissertation, I employed cognitive development theory to evaluate key cognitive abilities that contribute to both typical and atypical mathematical learning in children and adolescence. I incorporated these findings into a novel play-based intervention for children at-risk for math learning disabilities (MLD). My dissertation work is represented in the following three papers.

In the first paper, I synthesized literature identifying the common cognitive precursors to math learning disabilities. I analyzed how core numerical processing weaknesses (e.g. number sense) in early childhood, restrict the developmental plasticity of mathematical learning. Furthermore, I identified how common weaknesses in other domain-general cognitive abilities (e.g. working memory and processing speed) serve to further exacerbate mathematical learning weaknesses in MLD. Taken together, these findings inform theoretically grounded approaches used to identify children with MLD, and identified promising approaches to early intervention.

In the second paper, I sought to characterize the cognitive factors that are most predictive of future math achievement in typically developing children and adolescents. I analyzed data from a longitudinal study of children between 6 and 21 years old who completed a battery of neuropsychological testing at 3 time points over the course of 5 years. I was specifically interested in the role of fluid reasoning (FR), or the ability to think logically to solve novel problems. Fluid reasoning has not been particularly well characterized in relation to math achievement. Structural equation modeling was employed to compare the relative contribution of spatial abilities, verbal reasoning, age, and FR in predicting future math achievement. This model accounted for nearly 90% of the variance in future math achievement. In this model, FR was the only significant predictor of future math achievement; age, vocabulary, and spatial skills were not significant predictors. The findings build on Cattell’s conceptualization of FR as a scaffold for learning, showing that this domain-general ability supports the acquisition of rudimentary math skills as well as the ability to solve more complex mathematical problems.

In the third paper, I pilot-tested a novel game-play intervention for children at risk for math learning disabilities. The intervention involved playing numeracy and cognitive speed games four days per week for 14 weeks. A single-case-study design was employed to evaluate response to intervention in 3 first- and second-grade students. The intervention took place during an after-school program. All three students demonstrated a significant improvement in weekly arithmetic fluency and marginal improvements in processing speed. However, there was variability during baseline testing in arithmetic fluency scores, limiting causal inference. This study provides preliminary evidence to suggest that game-based interventions that train basic numeracy and processing speed skills, may serve as an effective preventative approach that builds on children’s intrinsic motivation to engage in playful learning.

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Meyers, Sandra D. "Evaluating the effectiveness of a kindergarten intervention program." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 146 p, 2007. http://proquest.umi.com/pqdweb?did=1253510371&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Beamish, Wendi. "Concensus About Program Quality: An Australian Study In Early Childhood Special Education." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366702.

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The research presented in this thesis involved an innovative exploration of program quality in the Australian early childhood intervention (ECI) service system. The overall aim of the inquiry was to develop a local service evaluation tool for use in quality measurement and improvement activities. Tool development and research effort focused on the generation of a manageable, credible, and contextually relevant list of Program Quality Indicators (PQIs). The inquiry drew on the literature from ECI service systems and practice, program evaluation and service quality, and best practice educational research. These converging literatures rendered support for a stakeholder-led, contextual approach to evaluative tool development. Hence, this research was couched within a participatory action research (PAR) framework, guided by best practice principles, and undertaken in specific Australian service contexts. Across a 5-year period (1994-1998), a compact list of PQIs was generated by staff from a large governmental ECI service in Queensland (Stage 1), validated by staff and parents throughout that service (Stage 2), and validated across the nation (Stage 3). In Stage 1 (1994-1995), the researcher worked in partnership with staff from the Queensland Department of Education's early intervention service, ESE(Q), to develop a contextualised list of PQIs for the specialised service. List development was undertaken across two interconnected PAR-based activities. First, a small focus group of ESE(Q) staff (N = 10) participated in a search-based workshop in order to complete a functional environmental scan of conditions underlying practice at a systems level. Second, an expert group of ESE(Q) teachers (N = 19) from programs throughout the state participated in a modified Delphi procedure in order to develop a PQI listing. Seven rounds of Delphi activity were necessary to generate practices, to refine judgements, and to reach consensus about which practices were PQIs for the service. During the iterative process, these teachers drew on the contextual information from the environmental scan and on their local theory and practice to generate a comprehensive list of 164 practices and then to extract a compact set of 31 core PQIs. In Stage 2 (1996-1997), ESE(Q) staff and families throughout the state were surveyed in order to socially validate the identified PQIs and to gather additional information about their implementation. For each of the 31 PQIs, participating teachers, therapists, teacher aides, and parents were asked to (a) indicate their level of acceptance, (b) report on current use, and (c) comment on barriers to implementation. A comprehensive exploration of the large PQI data set followed, with analyses affording opportunity to apply two novel methodological procedures: data slicing and a PAR-based acceptance consensus criterion. Results from participants (N = 370) revealed a pattern of 'collective' consensus on PQI acceptance (i.e., agreement across all participants), which was matched by a pattern of group consensus on PQI acceptance (i.e., agreement among participating teachers, therapists, teacher aides, and parents). Moreover, high PQI acceptance was accompanied by somewhat lower PQI implementation. Furthermore, lack of time and lack of staff were identified as the primary barriers to PQI implementation throughout the service. In Stage 3 (1997-1998), targeted members from within a national organisation, Australian Early Intervention Association, were surveyed in order to probe PQI acceptance in contexts outside the ESE(Q) service. National PQI acceptance data were examined using procedures similar to those adopted for the analysis of ESE(Q) survey data. A key finding from this nationwide sample of participating staff and parents (N = 236) in specialised ECI services pointed to the broad applicability of the Queensland PQIs within Australia. Despite participants being drawn from a range of geographical, historical, disciplinary, and service contexts, results revealed a pattern of 'collective' consensus on PQI acceptance. Results also extended understandings about the Queensland PQIs and confirmed the usefulness of the data slicing procedure and the PAR-based acceptance consensus criterion. Taken collectively, this lengthy research program provided a new contextual model for best practice documentation, a unique service-specific practice listing, and some fresh insight into practice relevance. It also provided occasion to demonstrate the benefits of using the two alternative data analysis procedures. These functional outcomes, however, were made possible only through the considered application of PAR. PAR proved to be a robust methodology that facilitated communication, collaboration, and consensus about program quality among Australian ECI stakeholders.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Sellers, Margaret. "Home-based early intervention with deaf children and their families." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246009.

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Bohjanen, Sharon Lynn. "Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612613.

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Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top-Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for developmental delays due to poverty or disability. Although IDEA, Part C programs were not specifically targeted by this initiative, policies associated with RTT-ELC may have an indirect impact on state EI programs. The purpose of this study was to examine the effects of RTT-ELC on Part C programs by comparing states that received federal grants to states that did not. This study used a social justice framework to identify variables that inform equitable access to high quality Part C programs. Data were extracted from Part C state profiles and compared across states. Awarded states were more likely to increase enrollment of infants and toddlers in Part C Programs and were more likely to use broad eligibility criteria. These findings indicated that although differences were small they could become more pronounced over time. The need for policy change in Part C programs and federal early learning initiatives to directly target infants, toddlers and families in poverty are highlighted through the results of this study.

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Rodriguez, Billie Jo 1982. "An evaluation of The Good Behavior Game in early reading intervention groups." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10921.

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xiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention that can be easily modified and implemented in conjunction with academic interventions to maximize effectiveness of student supports. The present study focused on the development and implementation of a modified version of TGBG implemented during the delivery of a secondary level early literacy intervention for students at-risk for reading difficulties. Specifically, this study examined whether instructional assistants' implementation of TGBG was functionally related to changes in student and instructor outcomes. The student outcomes assessed were (1) problem behavior, (2) academic engagement, and (3) pre-literacy skill development. The instructor outcomes assessed were provision of opportunities to respond to instruction, specific praise, and corrective statements for student social behavior. Data were also collected on fidelity of implementation, contextual fit, and social validity of TGBG. A concurrent multiple baseline design across five instructional reading groups was used to evaluate effects of TGBG. Results indicated that TGBG was functionally related to reductions in student problem behavior. In addition, a functional relation was established between implementation of TGBG and increases in instructor provision of specific praise statements and decreases in provision of corrective statements. Academic engagement and provision of opportunities to respond remained high and stable throughout the study. Pre-literacy trajectories did not appear to be functionally related to TGBG implementation; however, this may have been due to the short timeframe of the study. Instructional assistants implementing TGBG as well as students participating in TGBG rated it positively. Conceptual, practical, and future research implications are discussed.
Committee in charge: Cynthia Anderson, Co-Chairperson, Special Education and Clinical Sciences; Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Marjorie Woollacott, Outside Member, Human Physiology

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Nyarambi, Arnold, and V. Adade-Yaboah. "Early Intervention and Early Childhood Education in West Africa, Ghana and Southern Africa: Zimbabwe and South Africa: Implications to Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8257.

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Coleman, Heather M. "PARENT-IMPLEMENTED COMMUNICATION INTERVENTION FOR PRESCHOOL-AGED CHILDREN WITH AUTISM." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5425.

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Exploring the interventions that promote expressive, verbal language for preschool-aged children with autism is essential. When a child is lacking the ability to communicate, parents express that they would like their child to speak. B.F. Skinner (1957) proposed that the mand repertoire (communicative requests) should be an initial focus of language training. Mand training has been shown to be effective for teaching children with autism to communicate. However, many studies exploring mand training utilize highly trained instructors for intervention implementation. Early childhood best practices recommend the use of family-centered interventions and teaching within the natural environment. This study followed these recommendations. This research utilized a single subject multiple baseline across participants design with two parents and their preschool aged children with autism. The purpose of this dissertation study was two fold: (1) to examine the effects of a verbal mand with direct trial instruction intervention on the verbal communication skills for children with autism, and (2) to investigate if a parent can reliably implement the intervention. Using written instructions, role play, video models, and performance feedback, the researcher taught parents how to implement the intervention with their child. The goal of the intervention was to increase verbal communication skills, specifically the production of independent verbal mands. The intervention under question involved verbal mand training using direct trial instruction (DTI). During DTI the parent taught the child to use mands utilizing a time delay, verbal prompting, and sign language. The researcher collected data during the baseline, intervention, and maintenance phases. In addition to the intervention results, the researcher collected and analyzed social validity, treatment fidelity, and parent competence data. Results from the intervention effects did not show a functional relation between the treatment and the target behavior. However, both participants increased their ability to use verbal and sign language communication. The parents were able to implement the intervention with fidelity and gained high competence scores related to intervention delivery expertise and behavioral responsiveness. The parents also reported that the intervention was extremely useful for their family. The parents generalized the intervention procedures and their children communicated more throughout their daily routines.

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Lohff, Elizabeth Ann 1960. "The Literacy Assistance Project: A case study of an early intervention reading program." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288760.

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This multiple-case study examines the Literacy Assistance Project, an early intervention reading program for "at-risk" students in the Tucson Unified School District. First, this study seeks to thoroughly describe the programmatic, administrative, theoretical and pedagogical framework of LAP and document how these concerns are reflected in the context of LAP lessons. The LAP program claims to be a holistic, or constructivist, reading program. Cambourne's (1988) eight conditions of learning are descriptors of literacy events and activities that are consistent with a constructivist perspective of learning. As a second goal, the study determines the extent to which LAP meets Cambourne's eight conditions of learning, and thirdly, the ways that two LAP teachers' beliefs and practices are consistent with those eight conditions. Whole language proponents are often concerned with aspects of Reading Recovery and other reading intervention programs. In Chapter 1 whole language concerns with reading intervention programs such as Reading Recovery and LAP are addressed and responses to those concerns by Reading Recovery and LAP follow. Data for the study was collected in two elementary schools over a five-month period. They include researcher field notes of lesson observations, interviews with two LAP teachers, eight LAP students, one principal, the LAP designer, and current director. They also include audiotaped transcriptions of lessons and children's writing samples. Analysis of the data was conducted by observing Glaser and Strauss's (1967) grounded theory technique. The data indicate that, notwithstanding the constructivist nature of the reading intervention program, teachers themselves determine how holistic, or constructivist, LAP lessons are. Both teachers reported constructivist teaching and learning beliefs about literacy, but only one teacher practiced those beliefs consonant with Cambourne's (1988) eight constructivist conditions. This finding evidences the critical importance of understanding how teacher beliefs shape teachers' classroom practice. Because teacher beliefs about language, learning, and literacy in great part determine the nature of teachers' practices, and because teachers' reported claims about teaching, reading, and writing strategies may not actually be what they practice due to the influence of those beliefs, it is recommended that pre-service and continuing teacher education programs and in-services carefully examine the foundation and efficacy of teacher beliefs. It is further recommended that educators who instruct pre-service and continuing teacher education coursework make the examination and understanding of teacher beliefs a major curricular emphasis.

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Wyrick, Anita M. "Parent Perceptions of Occupational Therapy in Early Childhood Special Education Programs Following Transition from Early Intervention Programs." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd/691.

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A qualitative approach was used to explore the perspectives of seven parents of preschool age children with disabilities in Virginia regarding occupational therapy and the transition from early intervention (EI) to early childhood special education (ECSE). Open-ended interviews were used to collect data from each family participant and were presented as individual case reports. A cross-case analysis revealed six common categories and four overarching themes. Results indicated that the transition was viewed positively when parents saw benefits of the change and when they were oriented toward the future. Parents viewed the EI and ECSE systems as not sharing their same perspective on the transition. The role of the occupational therapist was viewed as dynamic and shifting in response to the needs of the child, the family and the system. Lastly, communication, involvement and relationships with the occupational therapist were intimately related. Implications for the field of occupational therapy are given.

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Trivette, Carol M. "How to Support Parents and Professionals in Early Intervention: Principles of Adult Learning." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4452.

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Young children with disabilities have better outcomes when their families and caregivers receive the necessary resources and supports to implement high quality practices. This session will set the framework for how adults learn and how they can learn to implement new practices and modify current ones to have the greatest impact on young children. In this 90 minute interactive webinar session participants will: Discover a systematic way to develop and present new information to effect change in practice, whether in “coaching” sessions with families or professional development sessions with colleagues. Learn how to implement new practices or modify current practices to meet the needs of military families facing unique circumstances such as deployment, relocations, and post-combat challenges. Gain adult learning tools and resources, which they can apply to their work with families and colleagues.

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Matthews, Elizabeth Nicole. "Analysis of an Early Intervention Reading Program for First Grade Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/396.

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Poor early literacy performance in public elementary schools has been a concern for many years. To that end, the purpose of this study was to examine an Early Intervention Program (EIP) in a public school. First grade students at the participating elementary school struggled with reading skills and were not meeting the grade standards of the local school district. In order to remedy this problem, the school implemented early support to provide struggling students with specific and targeted small group reading instruction. This quantitative program evaluation was intended to explore the effect of the EIP used at the participating elementary school on the reading levels of a convenience sample of 32 struggling first grade readers enrolled in the EIP. The Fountas and Pinnell benchmark reading scores of these students were analyzed using a chi square test to determine the effectiveness of the program. The beginning- and end-of-year benchmark scores showed that students who participated in the program for an entire school year demonstrated growth in their reading levels so that every student in the program was reading on or above grade level. Based on this research, an evaluation report was prepared and included recommendations for possible expansion of the program and teacher professional development focused on reading intervention. This research could help promote positive social change through teacher professional development and allow classroom teachers to receive targeted reading intervention training. These results from the study help to improve student achievement and foster a school environment that is data driven and student achievement centered to support student learning.

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Stevenson, Kara. "READING ASSESSMENT AND INSTRUCTION IN THE EARLY YEARS: DIAGNOSING AND ADDRESSING EARLY READING PROBLEMS." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/149051.

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Urban Education
Ed.M.
The purpose of this thesis is to look at effective reading instruction and assessment in the early years of education to determine appropriate forms of assessment and practice for identifying struggling readers. Many American students are struggling with reading problems. According to the National Assessment of Educational Progress, only 31% of fourth graders in America were reading proficiently in 2005. To determine a potential cause of reading problems, particularly in comprehension, I look at what is considered to be best practice in teaching children to read. I then evaluate how elementary assessment, which relies heavily on fluency, can contribute to an overemphasis of fluency instruction. I argue this overemphasis of fluency instruction and lack of instruction in comprehension could be a cause of students' reading difficulties not being recognized until later grades. To avoid assessing students purely on fluency, I look at other forms of assessment, that include measures of comprehension assessment, which could provide a clearer picture of students' reading proficiency. I then examine intervention programs and practices that may be most appropriate for remediation. I argue interventions are best when they are tailored to the specific needs of the individual student, and so, schools should avoid purchasing packaged programs. Finally, I discuss a need for more research on seeing if there is a causal connection between a shift in practice to include more comprehension instruction in the early elementary years and fewer reading problems in the secondary years.
Temple University--Theses

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Ancell, Katherine. "PROVIDER PERSPECTIVES: EXAMINING THE TRANSITION FROM EI TO ECSE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1646.

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Children with disabilities might experience multiple transitions during their early years. One important transition that occurs for many children with disabilities or developmental delays and their families is the transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) services at three years of age. The stress of this transition may be exacerbated for families of young children with disabilities as the shifts between services involve many choices and decisions depending on the child’s level of need. Effective transition procedures for children with disabilities sets the stage for future positive or negative transition experiences and optimal learning experiences in the school setting. The study of transition is multifaceted and researchers, as well as professionals, attempt to understand the complexities of the transition experiences of young children with disabilities and their families. There is a common assertion in the literature that providers assist in the transition by providing environmental supports and involving families in transitions, yet provider perspectives and specifics of how they are involved in transition is mostly absent in studies about transition. Some researchers suggest that little is known about how relationships between families and service providers, which often begin during the transition between systems, are established. The purpose of this study is to investigate the common practices that EI professionals engage in during the EI-to-ECSE transition, and the perceptions of EI professionals during the EI-to-ECSE transition focusing on determining which actions, policies, and procedures contribute to make the experience a positive one for all of those involved. The research questions are answered through two focus groups and two interviews with Early Intervention providers in the Southern part of Illinois. The major themes that emerged are related to professionalism, working within the EI system, and supporting families. EI providers discussed their roles, staff shortages, schedules and funding, parent education, and collaboration. Implications and future research are discussed.

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Mak, Yung-sung. "An exploratory study of the effectiveness of an early intervention programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B29783331.

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Votava, Kristen M. "Putting the cart before the horse| Understanding the family assessment process in early intervention." Thesis, The University of North Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596733.

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The purpose of this study was to gain an understanding of six state-wide policies and procedures used in the family assessment process within early intervention services. This study looked at the administrative understanding of the family assessment federal regulations, state policies and procedures, and local implementation from the perspective of the Part C coordinator in his or her state.

This qualitative study utilized methodologies associated with a grounded theory approach through in-depth interviews. The participants in this study included six state Part C coordinators. Based on the findings of this study, two broad conclusions are offered: 1. There was a lack of specific policies and procedures regarding family assessment, which made family assessment difficult to implement with fidelity across a state system. 2. There was a lack of specific training around performance competencies of family assessment, which lead to a reliance on a state's family-centered philosophy and the IFSP process.

Recommendations were made for early interventionists, Part C coordinators, and researchers in the area of family assessment.

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Lawrence, Karen A. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services : a qualitative study of programs in Oregon /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8549.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Lawrence, Karen A. 1952. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services: A qualitative study of programs in Oregon." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8549.

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xv, 244 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Incorporation of a mental health focus into Early Intervention/Early Childhood Special Education (EI/ECSE) services is considered critical by many professionals due to the vulnerability of young children with disabilities to developing behavior problems, mental health disorders, and to experiencing maltreatment. This qualitative research study investigated ways personnel in EI/ECSE agencies in Oregon are addressing the mental health needs of the children and families they serve. How mental health is conceptualized by EI/ECSE providers, how well prepared providers are in addressing the needs, what kinds of strategies are used to serve children and families, and how adequately EI/ECSE families and children are served by the mental health system were explored. The study was divided into two parts, which included a state-wide study of 14 EI/ECSE agencies in five regions in Oregon, and an in-depth study of one EI/ECSE agency that has employed a mental health consultant. State-wide agencies were mainly located in rural parts of the state, although two education service districts in metropolitan areas were included. The perspectives of 10 mental health providers from community mental health centers were also collected. The most salient issues that surfaced in the state-wide study included the focus of EI/ECSE concern on behavioral and mental health problems in children ages three through five and strategies for related behavior management in classroom settings, the importance of collaboration with community agencies, and a desire for increased partnership with mental health. Interviews with both EI/ECSE and mental health agencies revealed problems in the mental health system including training of therapists in working with very young children, gaps in services for children who were not Medicaid-eligible and in services for parents with their own psychological issues, and in the capacity to serve all of the children who were referred. The in-depth study focused on one EI/ECSE agency that was developing staff competence in relationship-based work with families through support from a mental health consultant employed by the agency. Salient issues included funding for a mental health consultant in an educational agency, development of mental health services for early childhood through community collaboration, and supporting staff through reflective supervision.
Adviser: Jane Squires

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Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and Carol M. Trivette. "How Are Speech Pathologists Involving Parents in Intervention for Phonological Impairment?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4448.

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Research has suggested that speech pathologists (SPs) in Australia involve parents in intervention when working with children with phonological impairment. However, details of what this practice entails are unknown. If parents are considered integral to meeting service delivery challenges regarding recommended intervention intensities, there is a need to better understand how parents are involved and trained to provide intervention. This study addresses that need. An anonymous, voluntary online survey was completed by 335 SPs in Australia who work with children with phonological impairment. Participants answered questions about how they involve and train parents, and the type of home practice activities provided. In addition, SPs were asked to identify barriers they faced when involving parents in intervention for children with phonological impairment. Overall, 96.36% of SPs involved parents in intervention. SPs reported involving parents in a range of intervention tasks, including goal planning, observing sessions, and completing home practice activities. Sixty-eight percent reported training parents to provide intervention, of whom 87.77% indicated that they do not follow a structured training program or approach when working with parents. Of note, 83.9% of SPs strongly agreed that parent involvement is essential for intervention to be effective; however, most SPs reported barriers to involving parents in intervention, notably compliance with completion of home practice activities. Although SPs consider parent involvement to be valuable, they identified several barriers to this practice. This poster will offer practical suggestions for how parent training and parent involvement could be implemented for children with phonological impairment.

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Miller, Matthew D. "Teacher Perception of Response to Intervention and Related Skills Relative to School Typology." Walsh University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1524652017314717.

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Ealy, Barbara Smith. "Parental Level of Satisfaction Regarding Early intervention Services for Children Who Are Deaf or Hard of Hearing." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600986.

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This qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses.

The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system.

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Taylor, David. "Use of the Transdisciplinary Teaming Approach for Early Intervention Service Delivery in Kentucky." TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/889.

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This study was conducted to determine the extent to which the transdisciplinary teaming approach is being utilized in early intervention programs serving infants and toddlers birth through three years in the state of Kentucky. Information was gathered through a survey mailed to intervention agencies in Kentucky. Of the 65 agencies to whom surveys were sent, 30 were considered usable and analyzed. The largest percentage of surveys were completed by respondents working in a coordinator's position with an educational level of at least a bachelor's degree. Results of the study indicated that programs are not fully utilizing the transdisciplinary teaming model in their service delivery. The majority of respondents perceived their programs to be operating under an interdisciplinary teaming approach; however, analysis of early intervention activities indicated that many respondents had misidentified their programs' teaming model. While it appeared that programs identified as using transdisciplinary teaming methods were operating in a transdisciplinary manner, a Chi-square analysis did not indicate any systematic relationships regarding how the participants responded (p > .05). Survey responses indicated that many participants were dissatisfied with their programs' current teaming practices and desired changes, especially in the areas of assessment techniques and communication between the involved disciplines. The majority of respondents perceived the desired changes could be best achieved by moving to a more integrated teaming approach (e.g., from the interdisciplinary model to the transdisciplinary model). Further education and additional training were also indicated to be important in achieving the changes.

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MacKillop, Barry. "The implications of early childhood intervention for the prevention of delinquency in Ottawa." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5791.

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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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Alexander, Julie. "Long-term effects of an early intervention program for gifted and talented students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955087.

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A combined longitudinal and retrospective multiple-case study followed all students from their initial identification for a gifted and talented (g/t) program at the end of 3rd grade to the present. The purpose of the study was to determine the long-term effects of a three-year, self-contained program for students who were identified by the local school district as gifted and talented based on an identification procedure approved by the State Department of Education. The population consisted of 109 students from eleven elementary schools who were formally identified for a full-time, self-contained gifted class for the 4th, 5th, and 6th grades. The gifted classes were offered at two sites in the midwestern school district. Archival data and a questionnaire were used to collect data.A variety of statistical treatments were used to analyze the quantitative data available. Scores from the Iowa Test of Basic Skills, California Achievement Test, ISTEP Test and SAT, along with GPA and class ranking, provided achievement data from the school records. Qualitative data were generated from a follow-up questionnaire.The findings indicate that students who participated in the program perceive it as having long-term positive effects. Students in the experimental group showed significant differences from the control group on all measures of achievement. Students in the experimental group chose majors and career goals in the math and science areas almost twice as often as students in the control group. Students in the control group were significantly different from the experimental group in initial verbal ability indicating possible socio-economic differences between the groups. This was reinforced in student responses for reasons why they chose not to participate in the g/t program. A significant number of experimental group responses reported feelings of isolation during program years. A statistically significant difference in lower math scores for girls was substantiated in quantitative measures on the Iowa Test of Basic Skills at the 3rd grade level and on the SAT.
Department of Educational Administration and Supervision

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Moreno, Yadira. "Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/541.

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The dissertation aims to explore a solution to address the cultural and racial gap between the teaching force and the student population in California. Homegrown teachers are teachers who return to their community where they were born and educated. Addressing the equity issues faced in public schools begins with exploring the benefits of teachers of color in the classroom. This action research study followed five homegrown first-generation Latina teachers through a 3-month process of mentoring first-generation Latina sixth-graders who hope of entering the teaching profession in the future. The study was guided by critical pedagogy, a mentoring framework, the critical mentoring strategy in addition to social capital theory. This dissertation documented the voices of the participants as they developed their mentoring relationship in the early intervention teacher pipeline. The challenges and experiences were documented through observations, researcher’s reflection, semistructured interviews, and a focus group. The study revealed that, with appropriate preparation, students of color are more likely to choose a teaching career and return to their community to become homegrown teachers. The emerging themes of the study were that (a) culture and language shaped the mentoring relationship, (b) homegrown teachers were essential to mentoring students of color, (c) for Latinos, education was a family journey, (d) socializing students of color into career aspirations, (e) acculturation into the teaching profession—learning to become a teacher, and (f) time and gender were the major constraints; redefining future mentoring relationships. This action research revealed the many benefits for teachers and students to develop critical mentoring relationships.

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Russell, Robert Scott. "Evaluation of an Early Intervention System at a Law Enforcement Agency." Thesis, Nova Southeastern University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666992.

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The problem addressed through this program evaluation was that no formal study had been conducted regarding the implementation and effectiveness of the BlueTeam Program (BTP) within the law enforcement agency (LEA) serving as the study site. The BTP is a program that utilizes a computer application to track officer behaviors and alert administrators to potential trends in officer misconduct and complaints against officers. The program evaluation was guided by the process and product segments of Stufflebeam's (2003) content, input, process, and product model.

To conduct the evaluation, the researcher used a mixed methods approach for analyzing both qualitative and quantitative data. The perceptions of LEA stakeholders regarding the BTP, such as the sufficiency of staffing, budget, training, and ongoing support for effective implementation, were first collected. Quantitative data, consisting of archived, deidentified indicators of officer misconduct and complaints against officers acquired through the BTP, were then analyzed.

Findings of the study were that the BTP was effective in reducing incidents of officer misconduct and complaints against officers and for use in identifying which alerts were valid indicators of misconduct and complaints against officers. The one concern of stakeholders involving the BTP was limited nighttime vision; the recommendation for program improvement is that this shortcoming be addressed to determine possible solutions. Recommendations for future research involve the need for initial determinations, as well as formative evaluations, pertaining to the following three areas: (a) ascertaining the way in which the early intervention system will be used, (b) identifying the indicators of misconduct that will be tracked, and (c) determining the threshold at which the system will issue an alert.

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Oberholster, Jason. "Child-centred Communities : Architectural Intervention as Catalyst for Early Childhood Development." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/63653.

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Early childhood development (ECD) is a critical stage of development that forms the foundation for the future welfare and edification of children (UNICEF 2017:1). A key principle in this development is the notion that everything which surrounds the child, both visible and invisible, has an impact on the child (Cook & Cook 2009; Steiner Waldorf Education 2014). In this dissertation the impact of the architectural environment on early childhood development is addressed, bringing together the fields of pedagogy and architecture. The research determined the development of a set of design principles and guidelines that acts as a catalyst to generate architectural design solutions that can improve early childhood development, allowing children to engage in their spatial environments through active play and everyday use. Therefore, their early childhood development is enhanced as a result of reconfigured experiential built environments and spatial arrangements, where the environment acts as a third teacher and gives a heightened role to architecture as a medium for child development.
Vroeë kinderontwikkeling is ‘n kritieke stadium van ontwikkeling wat die fondament vir die toekomstige welsyn en opbou van ‘n kind vorm. ‘n Sleutelbeginsel in hierdie ontwikkeling is die begrip dat alles wat ‘n kind omring, beide sigbaar en onsigbaar, ‘n inslag op die kind het (Cook & Cook 2009; Steiner Waldorf Education 2014). In hierdie dissertasie word die inslag van die argitektoniese omgewing op vroeë kinderontwikkeling aangespreek, en sodoende word die velde van pedagogie en argitektuur saamgevoeg. Die navorsing het die ontwerp van ‘n stel ontwerpbesginsels en riglyne bepaal wast as katalisators optree om argitektoniese ontwerpoplossings te genereer. Hierdie oplossings kan vroeë kinderontwikkeling verbeter, en kinders toelaat om deur middel van aktiewe spel en alledaagse gebruik by hul ruimtelike omgewings betrokke te raak. So word hulle vroeë kinderontwikkeling versterk deur middel van ‘n hersaamgestelde proefondervindelike bou-omgewing en ruimtelike ordening, waarin die omgewing as ‘n derde onderwyser funksioneer, en ‘n verhoogde rol aan argitektuur as medium vir kinderontwikkeling toegeken word.
Mini Dissertation MArch(Prof)--University of Pretoria, 2018.
Architecture
MArch (Prof)
Unrestricted

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HOFFMAN, TRACEY KATHLEEN. "FAMILY-CENTERED SERVICE DELIVERY IN EARLY INTERVENTION: HOME-BASED VERSUS CENTER-BASED." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin983221372.

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Robinson-Evans, June M. "An investigation of the effects of an early reading intervention on students with disabilities and those at-risk of reading failure." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344446.

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This study examined the effects of an early reading intervention with 652 students with disabilities and students at-risk of reading failure over the 2004-2005 school year. An intervention was put into place in a general education setting in Kindergarten (n=155), first (n=246) and second grade (n=251) that consisted of 30 minutes a day of explicit intensive instruction that focused on phonemic awareness, phonics, and fluency in a small group setting. The intervention met the requirements of a Tier II intervention. After one school year of intervention, students who were at risk of reading failure or who were already identified as being eligible for special education services made significant progress toward predictive reading benchmarks as assessed by using DIBELS measures. The greatest gains were seen in kindergarten and first grade.This study provided evidence that the intervention was effective with students who were socio-economically at risk. Sixty-five to 80% of students in the study were eligible for free or reduced lunch and 31 to 54% were students with disabilities yet made significant progress toward reading benchmarks. The intervention seemed to ameliorate the `negative' effects of special education status or low socio-economic status. As urban schools struggle to meet AYP, this is an encouraging and welcomed development.
Department of Special Education

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Delach, Tara B. "Transitions to Preschool Special Education: The Relationship of Child, Family, and Early Intervention Characteristics." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7143.

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Infants and toddlers with developmental disabilities and certain medical conditions are at risk for a variety of adverse outcomes in childhood as well as into adulthood. Early identification and early intervention are essential for improving the trajectories and outcomes of these children. The Individuals with Disabilities Education Act (IDEA) is a federal law that affords protections to children with disabilities and those at risk for developmental delays. IDEA provides guidance and regulations to early intervention programs, schools, and states for identifying and delivering intervention services to children ages birth through 21 years. Although the provision of early intervention services are regulated by the federal government through IDEA, states have autonomy to decide how they define and measure disabilities and developmental delays. As a result, states differ greatly in their eligibility criteria as well as in the percentages of children identified for early intervention (IDEA Part C) and preschool special education (IDEA Part B). Thus, children who receive early intervention services may or may not continue to meet criteria for special education once they reach age 3. Few studies have examined the child, family, and early intervention characteristics that relate to how, when, and if children will transition from Part C to Part B. Those studies that have examined these relationships have not focused specifically on how these transitions occur in Florida. The purpose of the present study was to examine child, family, and early intervention characteristics that increase the likelihood of children transitioning from Part C to Part B in Florida. Participants in this study included infants and toddlers who exited the Bay Area Early Steps Program (one of Florida’s Part C providers) in 2016. Archival data were examined using a combination of descriptive statistics, Chi-squares, independent t-tests, and logistic regression analyses. Results of this study indicate that children exiting the Bay Area Early Steps Program were more likely to be eligible for preschool special education (Part B) if they were Black/African American, Hispanic, had an established/diagnosed condition, had a lower socioeconomic status, received speech/language services in Early Steps, received multiple different service types in Early Steps, and/or received Early Steps services in Polk County (as opposed to Hillsborough County). Children were not more likely to be eligible for Part B based on their gender, primary language, length of time in Early Steps, or receipt of occupational therapy, physical therapy, or early intervention services while in Early Steps. The findings of this study provide preliminary information about factors that relate to children’s transitions from early intervention to preschool special education in Florida. The findings also offer practical implications for the day-to-day operations of the Bay Area Early Steps program and the local school districts to which these children transition.

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SIEMOENS, SHERYL L. "CLASS-WIDE INTERVENTIONS FOR CHALLENGING BEHAVIORS: AN EXTENSION OF PASSKEY PROCEDURES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin983480626.

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Dissertations / Theses on the topic 'Early Intervention (Education)'

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