Early Interventions to Minimize Delinquency

1992 ◽  
Author(s):  
E. Zigler ◽  
C. Taussig ◽  
K. Black
Keyword(s):  
Early Interventions

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

scholarly journals Behavioural Measures of Infant Activity but Not Attention Associate with Later Preschool ADHD Traits

2021 ◽  
Vol 11 (5) ◽  
pp. 524
Author(s):  
Amy Goodwin ◽  
Alexandra Hendry ◽  
Luke Mason ◽  
Tessel Bazelmans ◽  
Jannath Begum Ali ◽  
...  
Keyword(s):  
Family History ◽  
Child Behaviour ◽  
Activity Level ◽  
Group Differences ◽  
Early Interventions ◽  
Significant Group ◽  
Assessment Protocol ◽  
History Of ◽  
Observer Ratings ◽  
Infant Attention

Mapping infant neurocognitive differences that precede later ADHD-related behaviours is critical for designing early interventions. In this study, we investigated (1) group differences in a battery of measures assessing aspects of attention and activity level in infants with and without a family history of ADHD or related conditions (ASD), and (2) longitudinal associations between the infant measures and preschool ADHD traits at 3 years. Participants (N = 151) were infants with or without an elevated likelihood for ADHD (due to a family history of ADHD and/or ASD). A multi-method assessment protocol was used to assess infant attention and activity level at 10 months of age that included behavioural, cognitive, physiological and neural measures. Preschool ADHD traits were measured at 3 years of age using the Child Behaviour Checklist (CBCL) and the Child Behaviour Questionnaire (CBQ). Across a broad range of measures, we found no significant group differences in attention or activity level at 10 months between infants with and without a family history of ADHD or ASD. However, parent and observer ratings of infant activity level at 10 months were positively associated with later preschool ADHD traits at 3 years. Observable behavioural differences in activity level (but not attention) may be apparent from infancy in children who later develop elevated preschool ADHD traits.

scholarly journals Comparison of behavior analytic and eclectic early interventions for young children with autism after three years

2014 ◽  
Vol 35 (12) ◽  
pp. 3326-3344 ◽  
Author(s):  
Jane S. Howard ◽  
Harold Stanislaw ◽  
Gina Green ◽  
Coleen R. Sparkman ◽  
Howard G. Cohen
Keyword(s):  
Young Children ◽  
Children With Autism ◽  
Early Interventions ◽  
Young Children With Autism

scholarly journals Early interventions for youths at high risk for bipolar disorder: a developmental approach

2015 ◽  
Vol 25 (3) ◽  
pp. 217-233 ◽  
Author(s):  
Xavier Benarous ◽  
Angèle Consoli ◽  
Vanessa Milhiet ◽  
David Cohen
Keyword(s):  
Bipolar Disorder ◽  
High Risk ◽  
Early Interventions ◽  
Developmental Approach

scholarly journals Early interventions to prevent psychosis: systematic review and meta-analysis

BMJ ◽  
2013 ◽  
Vol 346 (jan18 1) ◽  
pp. f185-f185 ◽  
Author(s):  
M. R. Stafford ◽  
H. Jackson ◽  
E. Mayo-Wilson ◽  
A. P. Morrison ◽  
T. Kendall
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Early Interventions

Longitudinal Analysis of State Patterns and Related Variables among Infants and Children with Significant Disabilities

2002 ◽  
Vol 27 (2) ◽  
pp. 112-124 ◽  
Author(s):  
Doug Guess ◽  
Sally Roberts ◽  
Jane Rues
Keyword(s):  
First Year ◽  
Early Interventions ◽  
Learning And Development ◽  
Significant Disabilities ◽  
Optimal Learning ◽  
Developmental Skills ◽  
Time Period ◽  
Additional Group ◽  
First Year Of Life ◽  
Older Populations

Behavior states and related developmental and medical variables were observed during all or part of the first 4 years of life for 34 infants identified with severe cognitive and multiple disabilities. Eight infants died before 1 year of age. Extensive data were then collected for an additional group of 8 infants who were observed through the age of 4 years. Findings demonstrated emerging state profiles during this time period that were consistent with those found among older populations observed in previous investigations. Different behavior state profiles at age 4 years were indicated by several developmental skills in the first year of life. These results suggest the need for specific, early interventions with infants whose state patterns are inconsistent with optimal learning and development.

Preemptive interventions for infants and toddlers with a high likelihood for autism: A systematic review and meta-analysis

Autism ◽  
2021 ◽  
pp. 136236132110504
Author(s):  
Lauren H Hampton ◽  
Elizabeth M Rodriguez
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Child Outcomes ◽  
Developmental Outcomes ◽  
Autism Spectrum ◽  
Early Interventions ◽  
Infants And Toddlers ◽  
High Likelihood ◽  
Parent Implementation ◽  
The Impact

Understanding the impact of preemptive interventions on development for those with a high likelihood for autism is a critical step in building a transdiagnostic model of optimized intervention. The purpose of this systematic review and meta-analysis is to examine the impact of preemptive autism interventions on parent outcomes and child developmental outcomes. A total of 345 unique records were assessed for eligibility yielding 13 unique studies with 715 total infant/toddlers with a high likelihood for autism. There was a significant association between the early interventions on parent implementation of intervention strategies immediately following the intervention. However, there was no significant association between the early interventions and child developmental outcomes. The studies reporting moderator and/or mediator analyses suggest a meaningful association between parent implementation and long-term child social communication outcomes. Taken together, these findings suggest that parent-mediated interventions are associated with improved parent use of strategies, and although these results do not translate into immediate or short-term child developmental outcomes, there is evidence that parents with the greatest implementation facilitate later improved communication outcomes for their children. There is an urgent need to develop a nuanced intervention approach during a time of ever-changing concern about child development. Lay abstract Interventions to address core symptoms for young children on the autism spectrum have a strong and growing evidence base. Adapting and delivering evidence-based interventions to infants and toddlers with a high likelihood for autism is a logical next step. This systematic review and meta-analysis summarize the association between infant and toddler interventions and developmental and family outcomes. Results indicate that these early interventions are effective for improving parent implementation of core strategies, yet the effects do not readily translate to child outcomes. However, key studies demonstrate conditional results that indicate that parent implementation is associated with child outcome. Implications for research and practice toward building adaptive interventions that respond to parent implementation and changing child characteristics are discussed.

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