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Journal articles on the topic 'Early Intervention (Education)'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

Burton, Christine B., Ann Higgins Hains, Mary Francis Hanline, Mary McLean, and Katherine McCormick. "Early Childhood Intervention and Education." Topics in Early Childhood Special Education 11, no. 4 (January 1992): 53–69. http://dx.doi.org/10.1177/027112149201100407.

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2

Mahoney, Gerald, Ann Kaiser, Luigi Girolametto, James MacDonald, Cordelia Robinson, Philip Safford, and Donna Spiker. "Parent Education in Early Intervention." Topics in Early Childhood Special Education 19, no. 3 (July 1999): 131–40. http://dx.doi.org/10.1177/027112149901900301.

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3

LIPKIN, PAUL. "Accessing Early Intervention and Education." Pediatric News 42, no. 11 (November 2008): 32. http://dx.doi.org/10.1016/s0031-398x(08)70559-9.

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Barnett, David W., Amy E. Pepiton, Susan H. Bell, Christine M. Gilkey, Jacqueline J. Smith, Candace M. Stone, Karin I. Nelson, Kelly A. Maples, Kristen Helenbrook, and Laurel H. Vogel. "Evaluating Early Intervention." Journal of Special Education 33, no. 3 (October 1999): 177–88. http://dx.doi.org/10.1177/002246699903300305.

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5

Dinnebeil, Laurie A. "Defining Parent Education in Early Intervention." Topics in Early Childhood Special Education 19, no. 3 (July 1999): 161–64. http://dx.doi.org/10.1177/027112149901900307.

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6

Subramaniam, Hema, Haslinda Sutan Ahmad Nawi, and Rajeswary Muthu Kathan. "Assessing the Virtual Early Intervention for Children with Learning Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1161–68. http://dx.doi.org/10.9756/int-jecse/v14i1.221132.

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Learning strategies are undergoing a revolution in producing successful learners. However, some children academically demonstrate inability from an early stage. The current solution to increase the academic performance of those groups of students while learning the national language at vernacular schools in Malaysia remains ineffective. Most vernacular school learners with learning disabilities have difficulty mastering the national language, containing various vocabulary and language styles. The study discusses the effectiveness of using computer-assisted early intervention in sharpening the language skill of those students. The study was conducted in three phases; identifying the current teaching method applied to learning disabilities students, experimental assessment for the technology-mediated early intervention, and analysis of those results. The experiment reveals a significant relationship between intervention implementation and national language mastering skills. Indeed, it also indicated that the computer-assisted learning styles could give positive exam results among learners with learning disabilities. The evidence from the study suggests that learning disabilities need early exposure to specific computer-based intervention as alternative learning material. Moreover, the study supports that virtual intervention would positively enhance the adaptive function for learning disabilities.

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Pereira dos Santos, Bianca, Claudiele Maria Mariano Costa, Fabio Bonadio Gonçalves, Giovana Rodrigues Leite, Caroline Lourenço de Almeida, and Danielle Cristina Ferrarezi Barboza. "HEALTH EDUCATION INTERVENTION." Health and Society 3, no. 01 (March 6, 2023): 156–71. http://dx.doi.org/10.51249/hs.v3i01.1170.

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The project is based on the importance of first aid in the school context. When thinking about traumas, deaths and sequelae related to children, falls, burns, drowning and suffocation are highlighted. Health promotion and prevention in schools is aimed at the various accidents to which children are vulnerable. With effective first aid, it is possible to perform adequate early intervention and reduce injuries and sequelae, thus reducing the patient’s suffering. Faced with accidents, teachers may have difficulties in making the right approach, hence the strategy of training them through simulations. Train employees of early childhood education in the identification and early intervention in the face of accidents within the institution; conduct an interview, assess their knowledge, carry out realistic interventions and simulations in first aid in different scenarios. This is a quasi-experimental, before-and-after, analytical study with a quantitative and qualitative approach to data treatment and analysis, with a view to evaluating realistic simulation as a teaching strategy in the acquisition of knowledge in first aid in children for teachers of the kindergarten. The work provided experiences of teaching and learning content related to the practice of first aid. It was a unique moment, in which, even in the face of the difficulty of time available for the researches, it was possible to establish a collaborative work between them and the researchers. In absolute numbers, there was a slight improvement in the post-test. Understanding the importance of the problem worked on, it is suggested that the training be carried out in a greater number of meetings, allowing for greater reflection, training, experiences and learning.

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8

White, Karl R. "Efficacy of Early Intervention." Journal of Special Education 19, no. 4 (December 1985): 401–16. http://dx.doi.org/10.1177/002246698501900405.

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9

Aldridge, Jerry, Jennifer L. Kilgo, and A. K. Bruton Bruton. "Transforming Transdisciplinary Early Intervention and Early Childhood Special Education through Intercultural Education." International Journal of Early Childhood Special Education 7, no. 2 (December 31, 2015): 343. http://dx.doi.org/10.20489/intjecse.72339.

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10

Sandall, Susan R., Barbara J. Smith, Mary E. Mclean, and Alison Broudy Ramsey. "Qualitative Research in Early Intervention/Early Childhood Special Education." Journal of Early Intervention 25, no. 2 (April 2002): 129–36. http://dx.doi.org/10.1177/105381510202500210.

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11

McConnell, Scott R. "Assessment in Early Intervention and Early Childhood Special Education." Topics in Early Childhood Special Education 20, no. 1 (January 2000): 43–48. http://dx.doi.org/10.1177/027112140002000108.

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12

Goodman, Joan F., and Winifred Lloyds. "Repetition in Early Intervention Programs." Early Education & Development 4, no. 3 (July 1993): 184–92. http://dx.doi.org/10.1207/s15566935eed0403_4.

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13

Boyer, Valerie E., and Stacy D. Thompson. "Transdisciplinary Model and Early Intervention." Young Exceptional Children 17, no. 3 (September 9, 2013): 19–32. http://dx.doi.org/10.1177/1096250613493446.

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14

Caldwell, Bettye M. "Future directions for early intervention." Peabody Journal of Education 65, no. 1 (September 1987): 29–41. http://dx.doi.org/10.1080/01619568709538585.

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15

Brandes, Joyce A., Christine K. Ormsbee, and Kathryn A. Haring. "From Early Intervention to Early Childhood Programs." Intervention in School and Clinic 42, no. 4 (March 2007): 204–11. http://dx.doi.org/10.1177/10534512070420040301.

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16

Baglama, Basak, and Mukaddes Sakalli Demirok. "Determination of preservice special education teachers’ views on early childhood intervention." Cypriot Journal of Educational Sciences 11, no. 4 (December 29, 2016): 213–22. http://dx.doi.org/10.18844/cjes.v11i4.1297.

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Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with special needs or children who are at risk to have sufficient knowledge about early childhood intervention and be competent in this area. Therefore, the present study aims to determine the views of preservice special education teachers about early childhood intervention. This study used quantitative research method and a questionnaire form was used to collect the data. The results are discussed in detail with reference to relevant literature. Implications and recommendations for further research are also provided in order to improve the quality of education policies, programs and practices related with early childhood intervention and increase awareness and knowledge related with early childhood interventions among teacher candidates. Keywords: Early childhood, early intervention, preservice special education teachers, views.

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17

Szabó Feketéné, É., and M. Gruber. "Opportunities of conductive education in early intervention." Developments in Health Sciences 1, no. 1 (June 2018): 30–32. http://dx.doi.org/10.1556/2066.1.2018.11.

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18

Funari, Margaret. "Detecting Symptoms, Early Intervention, and Preventative Education." NASN School Nurse 28, no. 3 (February 13, 2013): 162–66. http://dx.doi.org/10.1177/1942602x12473656.

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19

Bailey, Donald B., and R. A. McWilliam. "Normalizing Early Intervention." Topics in Early Childhood Special Education 10, no. 2 (July 1990): 33–47. http://dx.doi.org/10.1177/027112149001000204.

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20

Fewell, Rebecca R., and Patricia L. Oelwein. "Effective Early Intervention." Topics in Early Childhood Special Education 11, no. 1 (April 1991): 56–68. http://dx.doi.org/10.1177/027112149101100107.

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21

Barnett, David W., Francis E. Lentz, Annie M. Bauer, Gregg Macmann, Stephanie Stollar, and Kristal E. Ehrhardt. "Ecological Foundations of Early Intervention." Journal of Special Education 30, no. 4 (January 1997): 471–90. http://dx.doi.org/10.1177/002246699703000407.

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22

Marshall, Nancy L., Wendy Wagner Robeson, and Joanne Roberts. "Integrating Intervention Approaches: Development and Initial Testing of an Early Childhood Education Intervention." Journal of Applied Social Science 14, no. 2 (August 10, 2020): 178–94. http://dx.doi.org/10.1177/1936724420947011.

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Early care and education program interventions often focus on providing training, sometimes combined with coaching, to classroom educators. However, such interventions are uneven in their effectiveness. We describe the development of the Ready Educators Quality Improvement Pilot (REQIP), an intervention that integrates two approaches—one that focuses on the workforce through training and coaching at the educator level, and another approach that focuses on the program in which the educators work, through executive coaching for administrators and consultations on the classroom, building spaces, and curriculum materials. Ten center-based programs and over 60 educators participated in a 19-month intervention and evaluation. This article discusses the challenges faced during implementation and implications for practice, results of the evaluation, and implications for other applications of social science.

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23

Maich, Kimberly, Adam Davies, Sharon Penney, Emily Butler, Gabrielle Young, and David Philpott. "Young Children with Autism Spectrum Disorder in Early Education and Care." Exceptionality Education International 29, no. 3 (December 20, 2019): 77–91. http://dx.doi.org/10.5206/eei.v29i3.9388.

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High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between the fields of ECEC and special education needs. This paper addresses the importance of starting a conversation by delineating current literature on ASD and early intervention services while making recommendations for how practitioners and policy-makers can consider the needs of young children with ASD in ECEC programming, bringing together clinicians and educators in ECEC settings into broader and closer collaborations. Through investigating current wide-scale reports on ASD in ECEC and inclusive settings, screening, early intervention, and evidence-based interventions, as well as the specific needs of parents of children with ASD, we seek to bring such essential discussions to the forefront. In turn, practitioners can provide supportive early-years environments for children with ASD, as well as early intervention and identification services that support inclusive practices.

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24

Acar, Serra, and Yusuf Akamoğlu. "Practices for Parent Participation in Early Intervention/ Early Childhood Special Education." International Journal of Early Childhood Special Education 6, no. 1 (June 15, 2014): 80. http://dx.doi.org/10.20489/intjecse.93010.

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25

Curtis, Michael J., Vicki A. Curtis, and Janet L. Graden. "Prevention and Early Intervention through Intervention Assistance Programs." School Psychology International 9, no. 4 (November 1988): 257–64. http://dx.doi.org/10.1177/0143034388094003.

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26

Harrower, Joshua K., Lise Fox, Glen Dunlap, and Don Kincaid. "Functional Assessment and Comprehensive Early Intervention." Exceptionality 8, no. 3 (September 2000): 189–204. http://dx.doi.org/10.1207/s15327035ex0803_5.

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27

Goodman, Joan F., Jill Greenberg, and Elizabeth Pollak. "Learning Language in Early Intervention Programs." Early Education & Development 4, no. 3 (July 1993): 204–16. http://dx.doi.org/10.1207/s15566935eed0403_6.

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28

Kuhn, Miriam, and Christine A. Marvin. "“Dosage” Decisions for Early Intervention Services." Young Exceptional Children 19, no. 4 (August 1, 2016): 20–34. http://dx.doi.org/10.1177/1096250615576807.

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29

Abdat, Rawhi, Mohammed F. Safi, and Abdelaziz Sartawi. "Parental Outcomes in Early Intervention for Children with Special Educational Needs and Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 908–15. http://dx.doi.org/10.9756/int-jecse/v14i1.221105.

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Parents’ outcomes in early intervention for children with special educational needs and disabilities (SEND) have not received close study in the United Arab Emirates (UAE). In pursuit of this goal, a quantitative method used to collect quantitative data and investigate parents’ outcomes. Therefore, the family outcomes survey (FOS) was utilised to collect data from parents whose children were served in four rehabilitation centres across the UAE. Descriptive statistics, the independent t-test, and one-way ANOVA were used to address the main research question and examine the study hypotheses. The results of the study indicated high parent outcomes in two areas: understanding the child’s needs and providing support; meanwhile, other outcomes did not achieve the cut-off score. Additionally, statistical differences were found among outcomes in relation to the family services programme, type of disability (in favour of parents of children with developmental delay and Down syndrome), and according to service duration (in favour of parents of children receiving services for 13 months or more). Accordingly, this study results were discussed in light of the previous literature and provided recommendations to enhance parents’ outcomes in early childhood intervention programmes.

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30

Prudņikova, Ilga, and Jekaterīna Jankovska. "EARLY INTERVENTION POSSIBILITIES IN ASPECT OF INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 128. http://dx.doi.org/10.17770/sie2016vol3.1443.

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Inclusive education is an essential component, which provides people with special needs state of society in the future. Nowadays education, bringing together scientists, psychologists, educators theories and knowledge, gives off the focus early intervention idea. Early help is different sectoral expert professional advice and support. Fundamental of early intervention is inter-institutional cooperation that promote child development and socialization. Child's preparation to school is directly related to the timely, early assistance and support measures. Quality of inclusive education depends on all the parties of professional competence.

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31

Ludlow, Barbara L. "Using distance education to prepare early intervention personnel." Infants & Young Children 7, no. 1 (July 1994): 51–59. http://dx.doi.org/10.1097/00001163-199407000-00008.

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32

Effgen, Susan K., and Lisa A. Chiarello. "Physical Therapist Education for Service in Early Intervention." Infants & Young Children 12, no. 4 (April 2000): 63–76. http://dx.doi.org/10.1097/00001163-200012040-00011.

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33

Effgen, Susan K., and Lisa A. Chiarello. "Physical Therapist Education for Service in Early Intervention." Infants & Young Children 13, no. 4 (April 2001): 63–66. http://dx.doi.org/10.1097/00001163-200113040-00012.

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34

Reynolds, Arthur J. "Confirmatory Program Evaluation: Applications to Early Childhood Interventions." Teachers College Record: The Voice of Scholarship in Education 107, no. 10 (October 2005): 2401–25. http://dx.doi.org/10.1177/016146810510701009.

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Confirmatory program evaluation is discussed as a method for conducting theorydriven evaluations. It is an impact assessment that emphasizes the explication and testing of a priori program theories within a broad assessment of program effectiveness. Greater emphasis is given to identifying the causal mechanisms or active ingredients of intervention effects. Confirmatory evaluation approaches are applied to the field of early childhood intervention. Although significant progress in understanding the effects of early childhood interventions has occurred over the last four decades, questions remain about the causal mechanisms of change, who benefits most from which program components, and the reliability of effects for large-scale programs. Examples from the Chicago Longitudinal Study are highlighted to show how confirmatory evaluation can help validate the effects of social interventions. Studies of the Chicago Child-Parent Centers are described to emphasize how the causal criteria of coherence, specificity, and within- and between-study consistency can strengthen causal inference and generalizability.

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35

White, Karl R., David W. Bush, and Glendon C. Casto. "Learning From Reviews of Early Intervention." Journal of Special Education 19, no. 4 (December 1985): 417–28. http://dx.doi.org/10.1177/002246698501900406.

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36

Mastropieri, Margo A., and Thomas E. Scruggs. "Early Intervention for Socially Withdrawn Children." Journal of Special Education 19, no. 4 (December 1985): 429–41. http://dx.doi.org/10.1177/002246698501900407.

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37

Killoran, John, Torry Piazza Templeman, Joyce Peters, and Tom Udell. "Identifying Paraprofessional Competencies for Early Intervention and Early Childhood Special Education." TEACHING Exceptional Children 34, no. 1 (September 2001): 68–73. http://dx.doi.org/10.1177/004005990103400109.

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38

Shonkoff, Jack P., Marty Wyngaarden Krauss, Penny Hauser-Cram, and Carole C. Upshur. "Early Intervention Efficacy Research." Topics in Early Childhood Special Education 8, no. 1 (April 1988): 81–93. http://dx.doi.org/10.1177/027112148800800109.

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39

Strain, Phillip S., Scott R. McConnell, Judith J. Carta, Susan A. Fowler, John T. Neisworth, and Mark Wolery. "Behaviorism in Early Intervention." Topics in Early Childhood Special Education 12, no. 1 (April 1992): 121–41. http://dx.doi.org/10.1177/027112149201200111.

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40

Boone, Harriet A. "Meeting Early Intervention Challenges." Topics in Early Childhood Special Education 15, no. 4 (October 1995): 488–93. http://dx.doi.org/10.1177/027112149501500405.

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41

Menzies, Holly M., Jennifer N. Mahdavi, and James L. Lewis. "Early Intervention in Reading." Remedial and Special Education 29, no. 2 (March 2008): 67–77. http://dx.doi.org/10.1177/0741932508315844.

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42

LaRocco, Diana J., and Kim Moherek Sopko. "Your H.E.R.O.: Thriving as an Early Intervention/Early Childhood Special Education Professional." Young Exceptional Children 20, no. 4 (January 13, 2016): 179–90. http://dx.doi.org/10.1177/1096250615621360.

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43

Reynolds, J., and Wendy T. Miedel. "The Effectiveness of Early Intervention." American Journal on Mental Retardation 102, no. 3 (1997): 312. http://dx.doi.org/10.1352/0895-8017(1997)102<0312:b>2.0.co;2.

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44

Fináncz, Judit, Judit Podráczky, Krisztina Deutsch, Evelin Soós, Henrietta Bánfai-Csonka, and Melinda Csima. "Health Education Intervention Programs in Early Childhood Education: A Systematic Review." Education Sciences 13, no. 10 (September 27, 2023): 988. http://dx.doi.org/10.3390/educsci13100988.

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Adult health behavior is established and formed in childhood, in which, besides the primacy of the family, institutional education plays a significant role. The aim of our systematic review is to analyze health interventions implemented in an institutional environment for children aged 3–6 years. Our research was carried out according to the PRISMA 2020 protocol. The sample of research was determined by using the keywords “health education” or “health promotion” and “preschool” or “kindergarten” in Scopus, ERIC and WOS databases published between 2013 and 2022. Out of a total of 1535 results, 14 proved to be relevant to the eligibility criteria of the study topic. Cochrane Risk of Bias criteria were used for critical appraisal and to limit bias. The majority of the analyzed studies focused on physical activity and nutrition, including the issues of sedentary time, obesity and sustainability. The holistic approach is less typical in the interventions reviewed, with a marginal occurrence of topics related to mental and social health, as well as risk behavior. The interventions proved to be more effective when parents were involved, and the varied, age-appropriate game-based activities also contributed to the formation of health-supporting habits.

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45

Crossland, Howard. "Screening Early Literacy: ideology, illusion, and intervention." Educational Review 46, no. 1 (January 1994): 47–62. http://dx.doi.org/10.1080/0013191940460106.

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46

Scull, Janet A., and Joseph Lo Bianco. "Successful engagement in an early literacy intervention." Journal of Early Childhood Literacy 8, no. 2 (August 2008): 123–50. http://dx.doi.org/10.1177/1468798408091852.

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47

Hudson-Holness, Davia, Monica Minchala, and Uyen Le. "Improving Student Success in Introductory Chemistry using Early Alert and Intervention." International Journal of Research in Education and Science 8, no. 4 (November 3, 2022): 752–64. http://dx.doi.org/10.46328/ijres.2950.

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Introductory Chemistry is a foundation course that provides students with the basic knowledge and skills to enable them to be successful in the subsequent General Chemistry courses. Despite being an introductory course, it is still challenging for many students, making it ideal for the implementation of various pedagogical initiatives. One such initiative is an Early alert and intervention (EAI) program. Early alert and intervention programs can be described as communication systems which are put in place to help with the timely identification and intervention of students who display attrition risk factors. Data has shown that identifying at risk students early in courses such as Introductory Chemistry and intervening accordingly makes positive impacts on student success. In the fall 2016 semester, pass rates in Introductory Chemistry at one of Miami Dade College’s (MDC) campuses saw a sharp decline from that of the collegewide average. An early alert and intervention program was implemented to reverse this decline. This initiative involved the use of a mathematics diagnostic assessment at the beginning of the semester to identify students at risk of failing the course, thus providing the necessary interventions early in the semester. More frequent assessments were also administered throughout the semester to consistently monitor students’ progress and provide interventions where necessary. This initiative was conducted over a two-year period and resulted in more than a twenty-percentage point increase in student pass rates for Introductory Chemistry.

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48

Bond, G. R., R. E. Drake, and A. Luciano. "Employment and educational outcomes in early intervention programmes for early psychosis: a systematic review." Epidemiology and Psychiatric Sciences 24, no. 5 (July 14, 2014): 446–57. http://dx.doi.org/10.1017/s2045796014000419.

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Aims.Young adults with early psychosis want to pursue normal roles – education and employment. This paper summarises the empirical literature on the effectiveness of early intervention programmes for employment and education outcomes.Methods.We conducted a systematic review of employment/education outcomes for early intervention programmes, distinguishing three programme types: (1) those providing supported employment, (2) those providing unspecified vocational services and (3) those without vocational services. We summarised findings for 28 studies.Results.Eleven studies evaluated early intervention programmes providing supported employment. In eight studies that reported employment outcomes separately from education outcomes, the employment rate during follow-up for supported employment patients was 49%, compared with 29% for patients receiving usual services. The two groups did not differ on enrolment in education. In four controlled studies, meta-analysis showed that the employment rate for supported employment participants was significantly higher than for control participants, odds ratio = 3.66 [1.93–6.93],p < 0.0001. Five studies (four descriptive and one quasi-experimental) of early intervention programmes evaluating unspecified vocational services were inconclusive. Twelve studies of early intervention programmes without vocational services were methodologically heterogeneous, using diverse methods for evaluating vocational/educational outcomes and precluding a satisfactory meta-analytic synthesis. Among studies with comparison groups, 7 of 11 (64%) reported significant vocational/education outcomes favouring early intervention over usual services.Conclusions.In early intervention programmes, supported employment moderately increases employment rates but not rates of enrolment in education. These improvements are in addition to the modest effects early programmes alone have on vocational/educational outcomes compared with usual services.

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49

Jordan, Rita, and Stuart Powell. "Autism: The Case for Early Specialist Intervention." Early Years 16, no. 1 (September 1995): 46–50. http://dx.doi.org/10.1080/0957514950160110.

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50

Fyffe, Chris, Susana T. Gavidia-Payne, and Jeffrey McCubbery. "Early Intervention and Families in Rural Victoria." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 34–39. http://dx.doi.org/10.1177/183693919502000407.

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Families are increasingly understood as inter-related systems where each component interacts with other components in diverse ways. Contemporary research on families which have children with disabilities emphasises the complexity of families and the futility of searching for one characteristic of a family as predictive of family outcomes. The current study investigated the relationship between family needs, family supports, and demographic information for rural families who were eligible for early intervention services. The study did not attempt to review specific early intervention services, but rather to associate the characteristics of services which families found most and least effective. The results are discussed in terms of the practice of providing family-focused models of service delivery. This project was funded by the Golden North Centre, Spastic Society, Bendigo

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