Effectiveness of the Epicap Stepped Early Intervention in Preschool Age Children: Preliminary Results from an RCT

2012 ◽  
Author(s):  
Didier Kramer ◽  
Markus Landolt
Keyword(s):  
Early Intervention ◽  
Preschool Age ◽  
Preliminary Results ◽  
Preschool Age Children

Examining the Preliminary Effects of a Summer Social Emotional Learning Program for Young Children

2020 ◽  
pp. 106342662091239
Author(s):  
Sara C. McDaniel ◽  
Kizzy Albritton ◽  
Adrienne Stuckey
Keyword(s):  
Young Children ◽  
Preschool Age ◽  
Future Research ◽  
Learning Program ◽  
Social Emotional ◽  
Preliminary Results ◽  
School Settings ◽  
Preschool Age Children ◽  
Quasi Experimental ◽  
Formal School

This quasi-experimental pilot study examined the use of the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum during the summer prior to kindergarten entry for preschool-age children. The purpose of the study was to examine if participation in the summer Preschool PATHS curriculum would lead to increased levels of social–emotional competence for the participating children, particularly as they prepared to transition into formal school settings. Preliminary results of pilot data indicate positive outcomes for preschool-age children participating in the intervention. These preliminary results suggest that the Preschool PATHS curriculum could potentially be delivered immediately prior to school enter with the potential for promoting competencies and strengths to put young children on a path toward a positive trajectory as they start school. Limitations of the study are discussed as well as practical implications and future research needs.

scholarly journals Ureteroscopy in infants and preschool age children: technique and preliminary results

2012 ◽  
Vol 65 ◽  
pp. 30-32 ◽  
Author(s):  
Ibrahim Mokhless ◽  
Essam Marzouk ◽  
Alaa El-Din Thabet ◽  
Mohamed Youssif ◽  
Ahmed Fahmy
Keyword(s):  
Preschool Age ◽  
Preliminary Results ◽  
Preschool Age Children

Early Intervention for Preschool-Age Children with ADHD

2002 ◽  
Vol 10 (1) ◽  
pp. 14-28 ◽  
Author(s):  
Kara E. McGoey ◽  
Tanya L. Eckert ◽  
George J. Dupaul
Keyword(s):  
Early Intervention ◽  
Preschool Age ◽  
Children With Adhd ◽  
Preschool Age Children

Long-Term Outcome of Early Intervention for Stuttering

1997 ◽  
Vol 6 (1) ◽  
pp. 51-58 ◽  
Author(s):  
Michelle A. Lincoln ◽  
Mark Onslow
Keyword(s):  
Early Intervention ◽  
Family Member ◽  
Initial Treatment ◽  
Outcome Data ◽  
Preschool Age ◽  
Clinical Population ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Preschool Age Children

This paper reports the long-term outcome of treatment from two previous studies: Onslow, Costa, and Rue (1990), and Onslow, Andrews, and Lincoln (1994). These studies evaluated the effect of a parent-administered, operant, nonprogrammed stuttering treatment (The Lidcombe Programme) when used with preschool-age children who stuttered. The original studies provided outcome data on 4 and 12 children, respectively, until 12 months posttreatment. This study provides outcome data on the children at 2 to 7 years posttreatment. Additionally, data were collected 1 to 4 years posttreatment on a comparable clinical population who received the same treatment. The subjects in this study were 43 children who had been treated for stuttering between 2 and 5 years of age. Parents were requested to make three 10-minute recordings of their child's speech each year for 3 years. They were instructed to record their child talking to a family member at home, talking to a non-family member outside the home, and to make a covert recording of the child speaking to a different family member. Questionnaires were sent to the parents at the same time as the tapes. Near-zero stuttering levels were achieved posttreatment and were maintained in the long-term. These results suggest that preschool-age children treated for stuttering may not need to re-enter treatment for up to 7 years after their initial treatment.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

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