Real World Tracking of Modified Ride-On Car Usage in Young Children With Disabilities

Background: Go Baby Go is a community program that provides modified ride-on cars to young children with disabilities. Aims: (1) To describe the real world modified ride-on car usage of young children with disabilities; (2) To compare subjectively reported modified ride-on car usage recorded by parents with objectively reported usage based on electronic tracking data. Methods: 14 young children (1–3 years old) with disabilities used a modified ride-on car for three months. Results: On average, parent-reported activity log data indicated that children used the modified ride-on car for 17.8 minutes per session (SD = 9.9) and 195.1 total minutes (SD = 234.8) over three months. Objective tracking data indicated 16.5 minutes per session (SD = 8.6) and 171.4 total minutes (SD = 206.1) over three months. No significant difference of modified ride-on car usage was found between parent-reported activity log data and objective tracking; yet, the mean absolute difference between tracking methods was 96 minutes (SD = 8.6) and suggests over- or under-reporting of families. Children used the modified ride-on car more in the first half compared to the second half of the three-month period (p < .05). Conclusions: This study may inform future research studies and local chapters of the Go Baby Go community program.

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Families of children with disabilities helping inform early childhood education

Journal of Children s Services ◽

10.1108/jcs-11-2019-0045 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Katie Swart ◽

Reem Muharib ◽

Kristi Godfrey-Hurrell ◽

Mark M. D’Amico ◽

Bob Algozzine ◽

...

Keyword(s):

Early Childhood ◽

Focus Group ◽

Young Children ◽

Program Development ◽

Children With Disabilities ◽

Early Childhood Educators ◽

Future Research ◽

Content Type ◽

Inclusive Settings ◽

Young Children With Disabilities

Purpose This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.

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The Interdependence of Motor and Social Skill Development: Influence on Participation

Physical Therapy ◽

10.1093/ptj/pzz025 ◽

2019 ◽

Vol 99 (6) ◽

pp. 761-770 ◽

Cited By ~ 4

Author(s):

Jamie M Holloway ◽

Toby M Long

Keyword(s):

Young Children ◽

Motor Skill ◽

Children With Disabilities ◽

Skill Development ◽

Autism Spectrum ◽

Future Research ◽

System Perspective ◽

Young Children With Disabilities ◽

Motor Skill Development ◽

Developmental Domains

Abstract Participation is a major outcome area for physical therapists serving young children with disabilities. Contemporary models of disability such as the International Classification of Function, developmental theories such as the system perspective, and evidence-based early childhood practices recognize the interdependence of developmental domains, and suggest that change in 1 area of development influences change in another. Physical therapy provided in naturally occurring activities and routines, considered the preferred service delivery method, promotes participation of young children with disabilities. Research indicates that: (1) children develop skills, become independent, and form relationships through participation; and (2) with developing skills, children can increasingly participate. The purpose of this Perspective article is to synthesize the literature examining the relationship between motor skill development and the social interaction dimension of participation in young children. Current research examining the influence of motor skill development on social interactions in children with autism spectrum disorder will be discussed, exemplifying the interdependence of developmental domains. Implications for physical therapist practice and recommendations for future research are provided.

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Communication skills in young children with emotional disorder in Kupang

Jurnal Psikologi Ulayat ◽

10.24854/jpu48 ◽

2020 ◽

Vol 3 (1) ◽

pp. 65-76

Author(s):

Oktovianus Halla ◽

Beatriks Novianti Kiling-Bunga ◽

Indra Yohanes Kiling

Keyword(s):

Young Children ◽

Communication Skills ◽

Best Practice ◽

Children With Disabilities ◽

Verbal Communication ◽

Emotional Disorder ◽

World Health ◽

Future Research ◽

Face Expression ◽

Young Children With Disabilities

Young children with disabilities are a group that is prone to stigma anddiscrimination. Therefore, World Health Organization and United Nations Children’sFund declared a global agenda in 2012 to address the needs of inclusive ECCD to improve the participation and development of young children with disabilities. In respond to that agenda, it is crucial to understand the particular needs of young children with emotional disorder such as their communication ability, before they can be included into inclusive ECCD service. This research aims to describe the communication skills of young child with emotional disorder in Kupang, Nusa Tenggara Timur. The participant in this study showed insignificant performance in verbal communication skills like linguistic content, structures and the use of language. Meanwhile in non verbal communication skills such as face expression, body gesture and hand gesture, the child showed considerable performance. The research method used qualitative method, which is direct observation to the child and interview to thesubject’s parents. Parents and ECCD tutors should consider to set a communication- stimulating relationship in house and ECCD post to support the verbal skills development. The result of this study can give impact in the development of inclusive ECCD science in East Nusa Tenggara, also to aid future research in inventing best practice models in the field.

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