Replication Study of the First Step to Success Early Intervention Program

2005 ◽  
Vol 31 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Stephanie Lien-Thorne ◽  
Debra Kamps
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Academic Engagement ◽  
Behavioral Interventions ◽  
Intervention Program ◽  
Program Effectiveness ◽  
Early Intervention Program ◽  
Baseline Design ◽  
First Step To Success ◽  
Inappropriate Behaviors

This article describes a replication of the First Step to Success program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the First Step to Success program to (1) serve slightly older students than those in the earlier kindergarten studies; (2) assess implementation effects across a full school day rather than half-day periods; and (3) determine effects when used in conjunction with individualized, across-the-day, contingency reinforcement systems. A multiple-baseline design was used to study the effects of the First Step to Success early intervention program. Three students and their parent(s) and teachers participated in the study. Direct observation measures showed dramatic improvements in academic engagement time and decreases in disruptive behavior. Findings across students indicated that intensive behavioral interventions increased positive outcomes for students who are at risk for emotional and behavioral disorders (EBD).

scholarly journals Promoting sensitive parenting in ‘at-risk’ mothers and fathers: A UK outcome study of Mellow Babies, a group-based early intervention program for parents and their babies

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0245226
Author(s):  
Aigli Raouna ◽  
Ruaridh Malcolm ◽  
Raquib Ibrahim ◽  
Angus MacBeth
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Intervention Program ◽  
Parent Child Relationship ◽  
Early Intervention Program ◽  
Mothers And Fathers ◽  
Intention To Treat ◽  
Parenting Confidence ◽  
Child Relationship ◽  
The Uk

Background The objective of this study was to evaluate the effectiveness of Mellow Babies (MB) in the UK. MB is a 14-week early parenting intervention program that is delivered in groups and is targeted at ‘at-risk’ parents (both mothers and fathers) and their babies up to 18 months old. Method The study used a pragmatic pre-post intervention design. Outcomes were parental mental health, parenting confidence, quality of life, socio-emotional development of children, and perceived parent-child relationship. Fifteen groups representing n = 91 parent-baby dyads were recruited across the UK between 2017–2018. The sample consisted of 10 Mellow Mums groups (70 mother-baby dyads) and 5 Mellow Dads groups (21 father-baby dyads). Intention-to-treat and ‘completer’ analyses were performed. Results Findings suggest short-term positive outcomes for parents attending MB. Completion of the program was associated with significant improvements in anxiety and overall wellbeing, parenting confidence, and perceived closeness of the parent-child relationship. The significance of these improvements, except for parenting confidence, was maintained in the intention-to-treat analysis. MB engaged and retained a high proportion of parents who could be considered ‘at-risk’ and benefitted fathers and mothers attending the intervention equally. Conclusions This is the first prospective study to explore MB participation for both mothers and fathers and to indicate engagement and potential benefits specifically for ‘at-risk’ parents. Findings further demonstrate the effectiveness of MB as an early intervention program for parents experiencing psychosocial difficulties. Replication by studies using a contrast or control group also incorporating follow-up data would further improve the evidence base for MB.

scholarly journals Effects of a parent training using telehealth: Equity and access to early intervention for rural families

2020 ◽  
Vol 1 (2) ◽  
pp. 141-166
Author(s):  
Deborah Rooks-Ellis ◽  
Sarah K. Howorth ◽  
Megan Kunze ◽  
Susane Boulette ◽  
Ella Sulinski
Keyword(s):  
Early Intervention ◽  
Rural Areas ◽  
Intervention Program ◽  
Developmental Trajectories ◽  
Rural Families ◽  
Intervention Strategies ◽  
Natural Environments ◽  
Early Intervention Program ◽  
Baseline Design ◽  
Social Reciprocity

Children living in geographically rural areas may have limited access to early, intensive evidence-based interventions suggesting children residing in these areas are less likely to experience positive outcomes than their urban-dwelling peers.  Telehealth offers an option to rural families seeking early intervention by using communication technologies where providers are able to consult and deliver services in real-time over geographical distances. To our knowledge, no other study has examined the implementation of P-ESDM in rural natural environments within the framework of the state’s early intervention program. Using a multiple baseline design across participants, the current study investigated the effects of the parent-Early Start Denver Model implemented within a rural northeastern state’s existing IDEA Part C early intervention program.  Parents demonstrated increased fidelity to intervention strategies and reported satisfaction with the program’s ease of implementation and observed child gains.  Statistically significant pre-to post- change in children’s ASD symptomatology were reported for the domains of communication, social reciprocity and repetitive and restricted behaviors.  Support for parent-mediated interventions, the importance of fidelity of implementation for sustainability of intervention strategies, and the need to explore telehealth as a viable service delivery option to improve developmental trajectories for toddlers with autism are discussed.

Sign in / Sign up

Export Citation Format

Share Document