Developmental Testing of Handicapped Infants

1986 ◽  
Vol 6 (3) ◽  
pp. 86-99 ◽  
Author(s):  
Rebecca R. Fewell ◽  
Susan R. Sandall
Keyword(s):  
Early Intervention ◽  
Intervention Program ◽  
Program Effectiveness ◽  
Developmental Outcomes ◽  
Early Intervention Program ◽  
Alternative Measures ◽  
Using Data

Three frequently used procedures for analyzing developmental outcomes are compared using data from one early intervention program. Results vary with each analysis and would lead to different conclusions regarding program effectiveness. The problems with each analysis are discussed and cautions in the use of these methodologies are raised. Alternative measures of child progress are suggested.

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).

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Comparison of within-stimulus and extra-stimulus prompts to increase targeted play behaviors in an inclusive early intervention program.

2002 ◽  
Vol 3 (2) ◽  
pp. 188-197 ◽  
Author(s):  
Amanda M. VanDerHeyden ◽  
Patricia Snyder ◽  
Cynthia F. DiCarlo ◽  
Sarintha Buras Stricklin ◽  
Laura A. Vagianos
Keyword(s):  
Early Intervention ◽  
Intervention Program ◽  
Early Intervention Program ◽  
Play Behaviors ◽  
Stimulus Prompts
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