Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder [0.03%]
探究自闭症幼儿表达性沟通的发展规律及特点
Jay Buzhardt,Anna Wallisch,Dwight Irvin et al.
Jay Buzhardt et al.
One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children wi...
Parents' Part C Experiences in Rural Areas: Alignment With Recommended Practices [0.03%]
农村地区的家长委员会体验与推荐实践的一致性分析
Kalli B Decker,Jacie Meldrum,J Mitchell Vaterlaus et al.
Kalli B Decker et al.
The Division for Early Childhood (DEC) clearly outlined recommended practices for the provision of Part C services. However, there may be challenges in rural areas associated with services aligning with these recommended practices. Therefor...
Quantity and Quality of Parental Utterances and Responses to Children With Hearing Loss Prior to Cochlear Implant [0.03%]
术前量化听损儿童 cochlear implanting 手术前后家长的言语数量和质量
Pumpki L Su,Megan Y Roberts
Pumpki L Su
This study investigated the extent to which parental language input to children with hearing loss (HL) prior to cochlear implant (CI) differs from input to children with typical hearing (TH). A 20-min parent-child interaction sample was col...
Special Education Teachers' Perceptions and Intentions Toward Data Collection [0.03%]
特殊教育教师的数据收集感知与意向研究
Lisa A Ruble,John H McGrew,Wing Hang Wong et al.
Lisa A Ruble et al.
Although data-based decision making is an evidence-based practice, many special educators have difficulty applying the practice within daily routines. We applied the Theory of Planned Behavior (TPB) to understand the influences that promote...
The Efficacy of a Home-School Intervention for Preschoolers With Challenging Behaviors: A Randomized Controlled Trial of Preschool First Step to Success [0.03%]
“ preschool first step to success”方案对具有问题行为的幼儿干预效果的随机对照研究
Edward G Feil,Andy Frey,Hill M Walker et al.
Edward G Feil et al.
The field of early intervention is currently faced with the challenge of reducing the prevalence of antisocial behavior in children. Longitudinal outcomes research indicates that increased antisocial behavior and impairments in social compe...
Systematic Review of Engagement in Culturally Adapted Parent Training for Disruptive Behavior [0.03%]
文化适应的父母培训项目中家长参与度的系统评价研究——以管理儿童行为问题为例
Ashley M Butler,Courtney Titus
Ashley M Butler
This article reviews the literature reporting engagement (enrollment, attendance, and attrition) in culturally adapted parent training for disruptive behavior among racial/ethnic minority parents of children ages 2-7 years. The review descr...
The CUIDAR Early Intervention Parent Training Program for Preschoolers at Risk for Behavioral Disorders: An Innovative Practice for Reducing Disparities in Access to Service [0.03%]
针对行为障碍高风险幼儿的风险家庭开展的早期干预父母培训项目“CUIDAR”：减少服务可及性差异的一项创新实践
Kimberley D Lakes,Ryan J Kettler,Janeth Schmidt et al.
Kimberley D Lakes et al.
Researchers report mental health disparities that indicate that children and families with the highest need for services often are less likely to use them. Only a few investigators have focused on service delivery models to address underuse...
The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success [0.03%]
协商对自闭症儿童个别化教育计划结果的影响：成功促进胜任力的协作模型
Lisa A Ruble,Nancy J Dalrymple,John H McGrew
Lisa A Ruble
The effects of a teacher consultation intervention were examined-namely, the collaborative model for promoting competence and success (COMPASS), which was designed to improve objectives of individualized education programs for children with...
The Relationship between Behavior Ratings and Concurrent and Subsequent Mental and Motor Performance in Toddlers Born at Extremely Low Birth Weight [0.03%]
极低出生体重幼儿的行为评估结果与其之后的精神运动表现之间的关系
Daniel Messinger,Brittany Lambert,Charles R Bauer et al.
Daniel Messinger et al.
When predicting child developmental outcomes, reliance on children's scores on measures of developmental functioning alone might mask more subtle behavioral difficulties especially in children with developmental risk factors. The current st...
Continuity and Change From Full-Inclusion Early Childhood Programs Through the Early Elementary Period [0.03%]
全方位融合学前教育向小学阶段的延续与变化
Michael J Guralnick,Brian Neville,Mary A Hammond et al.
Michael J Guralnick et al.
A large and well-characterized group of children with mild developmental delays initially enrolled in full-inclusion preschool or kindergarten programs was followed for 3 years. Changes in the type of inclusive placements as children transi...