Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: A scoping review

2018 ◽  
Vol 25 (4) ◽  
pp. 249-260 ◽  
Author(s):  
Melissa McCarthy ◽  
Greg Leigh ◽  
Michael Arthur-Kelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Scoping Review ◽  
Hard Of Hearing ◽  
Data Extraction ◽  
Health Sector ◽  
Current Evidence ◽  
Childhood Education ◽  
Video Signals ◽  
Childhood Intervention

Introduction The use of telepractice, a method of delivering services through telecommunications technologies that provides two-way, synchronous audio and video signals in real-time, is becoming increasingly commonplace in early childhood education and intervention for children who are deaf or hard of hearing. Although the use of telepractice has been validated in the health sector as a viable and effective alternative to in-person service provision, evidence to support its use in the delivery of family-centred early intervention is still emerging. The purpose of this scoping review was to describe the current use of telepractice in the delivery of family-centred early childhood intervention for children who are deaf or hard of hearing, and their families. Method The review followed the framework outlined by the Joanna Briggs Institute (2015), including an iterative three-step search strategy. Specific inclusion criteria and data extraction fields were outlined in advance. Results A total of 23 peer-reviewed publications were included in the review. Most publications (70%) provided anecdotal evidence of the challenges and benefits associated with telepractice. The remaining publications (30%) reported on research studies evaluating the effectiveness of early intervention delivered through telepractice. Of the 23 included papers, 18 viewed the use of telepractice positively while the remaining 5 reported mixed conclusions and the need for more data. Discussion Current evidence in the literature indicates that telepractice can be an effective model for delivering family-centred early intervention for children who are deaf or hard of hearing. However, more research is needed to substantiate the use of telepractice as a viable alternative to traditional in-person services, rather than being seen as supplemental to such services.

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

Intentional teaching in early childhood education: A scoping review

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Susan Grieshaber ◽  
Susan Krieg ◽  
Felicity McArdle ◽  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Scoping Review ◽  
Childhood Education

scholarly journals Complex Lifestyle and Psychological Intervention in Knee Osteoarthritis: Scoping Review of Randomized Controlled Trials

2021 ◽  
Vol 18 (23) ◽  
pp. 12757
Author(s):  
Bryan Yijia Tan ◽  
Tivona Thach ◽  
Yasmin Lynda Munro ◽  
Soren Thorgaard Skou ◽  
Julian Thumboo ◽  
...  
Keyword(s):  
Knee Osteoarthritis ◽  
Scoping Review ◽  
Psychological Intervention ◽  
Care Delivery ◽  
Data Extraction ◽  
Psychosocial Interventions ◽  
Current Evidence ◽  
Future Research ◽  
Controlled Trials ◽  
Knee Oa

Knee osteoarthritis (OA) causes pain, disability and poor quality of life in the elderly. The primary aim was to identify and map out the current evidence for randomised controlled trials (RCTs) on complex lifestyle and psychosocial interventions for knee OA. The secondary aim was to outline different components of complex lifestyle and psychosocial interventions. Our scoping review searched five databases from 2000 to 2021 where complex lifestyle or psychosocial interventions for patients with knee OA were compared to other interventions. Screening and data extraction were performed by two review authors independently and discrepancies resolved through consensus and in parallel with a third reviewer. A total of 38 articles were selected: 9 studied the effectiveness of psychological interventions; 11 were on self-management and lifestyle interventions; 18 looked at multifaceted interventions. This review highlights the substantial variation in knee OA interventions and the overall lack of quality in the current literature. Potential areas of future research, including identifying prognostic social factors, stratified care models, transdisciplinary care delivery and technology augmented interventions, have been identified. Further high-quality RCTs utilizing process evaluations and economic evaluation in accordance with the MRC guidelines are critical for the development of evidence-based knee OA programs globally.

Inclusion in Early Childhood: Difference, Disability, and Social Justice

Education ◽  
2020 ◽  
Author(s):  
Kathryn Underwood ◽  
Gillian Parekh
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Early Years ◽  
Childhood Studies ◽  
Childhood Education ◽  
School Settings ◽  
Education And Care

Inclusive education as a model of service delivery arose out of disability activism and critiques of special education. To understand inclusive education in early childhood, however, one must also engage with broader questions of difference, diversity, and social justice as they intersect with childhood studies. To that end, this article contains references that include other critical discourses on childhood and inclusivity as well as critiques of inclusive education. Inclusive education has a much deeper body of research in formal school settings than in the early years. School-based research, however, often examines social relationships and academic achievement as outcome measures. This research has established that education situated in a child’s community and home school is generally more effective than special education settings, particularly when classroom educators have access to appropriate training, resources, policies, and leadership. Schools, of course, are part of the education landscape of the early years, but they are not inclusive of the full spectrum or early years settings. The early years literature on inclusion is different in focusing more attention on development, family, and community (as described in the General Overview of Early Childhood Inclusion). A critique of early childhood education research has focused on school readiness and rehabilitation and the efficacy of early identification and early intervention. This research is largely informed by Western medical research, but this approach has led global institutions to set out priorities for early intervention without recognizing how our worldview shapes our understanding of childhood and difference. The dominant research domain, however, has also identified that family and community contexts are important. This recognition creates a fundamental difference between inclusion research in school settings and such research in early childhood education and care. Early childhood education and care has always focused on the child and their family as the recipients of services, while educational interest in the family has been viewed as a setting in which the conditions for learning are established. Support for families is at the center of early childhood inclusive practice, both because families are largely responsible for seeking out early childhood disability services and because families are critical in children’s identity. Inclusion in schools and early childhood education and care can both be understood through theories of disability, ability, and capability. In both settings, education and care have social justice aims linked not only to developmental and academic outcomes for individual children, but also to the ways that these programs reproduce inequality. Disability as a social phenomenon has its historical roots in racist and colonial practices, understood through critical race theory, that are evident today in both early childhood and school settings. Understanding the links between disableism and other forms of discrimination and oppression is critical both for teaching for social justice broadly and for better understanding of how ability, capability, and critical disability theory and childhood studies are established through practices that begin in the early years.

Early Intervention and Autism: The Impact of Positivism and the Call for Change

2010 ◽  
Vol 18 (3) ◽  
pp. 405-416 ◽  
Author(s):  
Ruth Glynne-Owen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Qualitative Analysis ◽  
Children With Autism ◽  
Early Childhood Intervention ◽  
Ethical Methodology ◽  
Childhood Intervention ◽  
The Common ◽  
Young Children With Autism ◽  
The Impact

AbstractEarly childhood intervention in autism has over three decades of empirically validated study, but has very limited qualitative analysis. There is a wealth of research in this field, but it remains very much within a solely positivist paradigm and researchers are constantly striving to prove that their method is the most effective In this paper I explore the impact of this paradigm on our approach to intervention, and our understanding of what it means to be autistic. I will look at some of the common themes in early intervention research across a range of approaches, and will state the case for a more ethical methodology when researching young children with autism. I will argue against the medicalization of a disorder that in its nature cannot be defined as a 'medical truth', and subsequently state the case for moving forward into a more qualitative, critical disability paradigm in this field.

scholarly journals Enamel Renal Syndrome: Protocol for a Scoping Review (Preprint)

2021 ◽  
Author(s):  
Imaan A Roomaney ◽  
Salma Kabbashi ◽  
Manogari Chetty
Keyword(s):  
Scoping Review ◽  
Data Extraction ◽  
Autosomal Recessive Disorder ◽  
Open Science ◽  
Open Access Journal ◽  
Current Evidence ◽  
Oral Rehabilitation ◽  
Gingival Enlargement ◽  
Data Extraction Form ◽  
Science Framework

BACKGROUND Enamel renal syndrome (ERS) (OMIM 204690) is a rare autosomal recessive disorder characterized by hypoplastic amelogenesis imperfecta, failed tooth eruption, intrapulpal calcifications, gingival enlargement, and nephrocalcinosis. The rarity of the condition and the variability of the phenotype has led to ERS not being fully characterized. OBJECTIVE This scoping review aims to account for the range and current state of knowledge on ERS and synthesize these findings into a comprehensive summary, focusing on the pathophysiology, genotype-phenotype correlations, and patient management from a dental perspective. METHODS The authors will conduct a systematic search of PubMed (MEDLINE), BioMed Central, EbscoHost Web, Web of Science, and WorldCat. We will include all studies with human participants with a confirmed diagnosis of ERS. Articles will be screened in two stages (ie, initially by title and abstract screening and then full-text screening by two independent reviewers). Data extraction will be conducted using a customized electronic data extraction form. We will provide a narrative synthesis of the findings from the included studies. We will structure the results according to themes. RESULTS This protocol is registered with the Open Science Framework. The electronic search was conducted in July 2020 and updated in April 2021. The research findings will be published in an open access journal. CONCLUSIONS Dentists should be able to identify patients with clinical features of ERS so that they receive appropriate referrals for renal evaluation, genetic counseling, and oral rehabilitation to increase the patient’s quality of life. A scoping review is the most appropriate method to conduct this comprehensive exploration of the current evidence, which may be sparse due to the rarity of the condition. It will also enable us to identify gaps in the research. CLINICALTRIAL Open Science Framework; https://osf.io/cghsa INTERNATIONAL REGISTERED REPORT DERR1-10.2196/29702

scholarly journals Coordinación para la intervención en los problemas de comunicación de niños con necesidades de at: un estudio preliminar de necesidades

2021 ◽  
Vol 2 (5) ◽  
pp. 6535-6557
Author(s):  
Alba Rodríguez Capdepón ◽  
Ángela Pérez Lencina ◽  
María Moreno Ruiz
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Communication System ◽  
Research Work ◽  
Research Practice ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Communication Problems ◽  
Mixed Approach

En el ámbito de la Atención Temprana, existe la discusión en cuanto al nivel y la calidad de la coordinación existente entre los principales implicados en los procesos de intervención. Es por ello, que el principal objetivo de este artículo es analizar el nivel y la calidad de coordinación entre los centros de Atención Temprana, los centros de Educación Infantil y las familias que tienen un niño con problemas de comunicación para cuya mejora puede ser conveniente implementar un sistema aumentativo de comunicación. Para poder llevar a cabo este artículo de investigación, se ha elaborado un estudio de enfoque mixto exploratorio secuencial, con el propósito de obtener una complementariedad paradigmática y metodológica. Se ha realizado una búsqueda empírica sobre la bibliografía que trata esta problemática, y después se ha elaborado el planteamiento de tres métodos de investigación de enfoque cualitativo y cuantitativo. Se ha elaborado una aproximación de los resultados que podrían haberse obtenido de haber llevado a cabo la práctica de investigación, y se han obtenido unas conclusiones al respecto. La situación de Covid19 que estamos atravesando ha impedido la puesta en práctica de esta investigación, llevándonos a plantear posibles escenarios que podrían haberse dado de haber sido posible la realización de este artículo. Sin embargo, hemos podido concluir que existe una coordinación entre estos agentes implicados, pero es demasiado escasa y no se da con la frecuencia que debería, y, por lo tanto, sería conveniente tener en cuenta esta insuficiente coordinación para posibles futuras intervenciones.   In the field of Early Intervention, there is a controversy regarding the level and quality of the coordination between the main members involved in the intervention processes. For this reason, the main objective of this work is to analyze the level and quality of coordination between Early Intervention centers, Early Childhood Education centers, and families who have a child with communication problems, for whose improvement it may be convenient to implement an augmentative communication system. In order to carry out this research work, a sequential exploratory mixed approach study has been developed, with the purpose of obtaining a paradigmatic and methodological complementarity. We have done an empirical research on the bibliography that deals with this problem, and then, the approach of three research methods with a qualitative and quantitative approach has been elaborated. We have done an approximation of the results that could have been obtained from having carried out the research practice, and some conclusions have been obtained in this regard. The Covid19 situation that we are going through has made it impossible to put this investigation into practice, leading us to propose possible scenarios that could have occurred had it been possible to carry out this work. However, we have concluded that there is coordination between these agents involved, but it is too scarce and does not occur as often as it should, and, therefore, it would be convenient to take into account this insufficient coordination for possible future interventions.

scholarly journals Fostering socio-emotional learning through early childhood intervention

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Christina F. Mondi ◽  
Alison Giovanelli ◽  
Arthur J. Reynolds
Keyword(s):  
Early Childhood ◽  
Head Start ◽  
Research Literature ◽  
Emotional Learning ◽  
Early Childhood Programs ◽  
Future Directions ◽  
Childhood Education ◽  
Childhood Intervention ◽  
Returns On Investment ◽  
Prekindergarten Programs

AbstractEducators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789–798 10.1037/0003-066X.33.9.789, 1978). Decades of research have linked participation in high-quality early childhood education (ECE) programs (e.g., public prekindergarten, Head Start) to multidimensional wellbeing. ECE programs also have demonstrated potential to be implemented at large scales with strong financial returns on investment. However, relatively few studies have investigated the effects of ECE programs on SEL, particularly compared to smaller-scale, skills-based SEL interventions. Furthermore, among studies that have examined SEL, there is a general lack of consensus about how to define and measure SEL in applied settings. The present paper begins to address these gaps in several ways. First, it discusses conceptual and methodological issues related to developmentally and culturally sensitive assessment of young children’s socio-emotional functioning. Second, it reviews the empirical research literature on the impacts of three types of early childhood programs (general prekindergarten programs; multi-component prekindergarten programs; and universal skills-based interventions) on SEL. Finally, it highlights future directions for research and practice.

scholarly journals Defining Quality Criteria for Success in Organ Donation Programs: A Scoping Review

2021 ◽  
Vol 8 ◽  
pp. 205435812199292
Author(s):  
Vanessa Silva e Silva ◽  
Janine Schirmer ◽  
Bartira D’Aguiar Roza ◽  
Priscilla Caroliny de Oliveira ◽  
Sonny Dhanani ◽  
...  
Keyword(s):  
Organ Donation ◽  
Thematic Analysis ◽  
Scoping Review ◽  
Program Effectiveness ◽  
Data Extraction ◽  
The United States ◽  
Current Evidence ◽  
Organizational Attributes ◽  
Gray Literature ◽  
Successful Outcomes

Background: Well-established performance measures for organ donation programs do not fully address the complexity and multifactorial nature of organ donation programs such as the influence of relationships and organizational attributes. Objective: To synthesize the current evidence on key organizational attributes and processes of international organ donation programs associated with successful outcomes and to generate a framework to categorize those attributes. Design: Scoping Review using a mixed methods approach for data extraction. Setting: Databases included PubMed, CINAHL, Embase, LILACS, ABI Business ProQuest, Business Source Premier, and gray literature (organ donation association websites, Google Scholar—first 8 pages), and searches for gray literature were performed, and relevant websites were perused. Sample: Organ donation programs or processes. Methods: We systematically searched the literature to identify any research design, including text and opinion papers and unpublished material (research data, reports, institutional protocols, government documents, etc). Searches were completed on January 2018, updated it in May 2019, and lastly in March 2020. Title, abstracts, and full texts were screened independently by 2 reviewers with disagreements resolved by a third. Data extraction followed a mixed method approach in which we extracted specific details about study characteristics such as type of research, year of publication, origin/country of study, type of journal published, and key findings. Studies included considered definitions and descriptions of success in organ donation programs in any country by considering studies that described (1) attributes associated with success or effectiveness, (2) organ donation processes, (3) quality improvement initiatives, (4) definitions of organ donation program effectiveness, (5) evidence-based practices in organ donation, and (6) improvements or success in such programs. We tabulated the type and frequency of the presence or absence of reported improvement quality indicators and used a qualitative thematic analysis approach to synthesize results. Results: A total of 84 articles were included. Quantitative analysis identified that most of the included articles originated from the United States (n = 32, 38%), used quantitative approaches (n = 46, 55%), and were published in transplant journals (n = 34, 40.5%). Qualitative analysis revealed 16 categories that were described as positively influencing success/effectiveness of organ donation programs. Our thematic analysis identified 16 attributes across the 84 articles, which were grouped into 3 categories influencing organ donation programs’ success: context (n = 39, 46%), process (n = 48, 57%), and structural (n = 59, 70%). Limitations: Consistent with scoping review methodology, the methodological quality of included studies was not assessed. Conclusions: This scoping review identified a number of factors that led to successful outcomes. However, those factors were rarely studied in combination representing a gap in the literature. Therefore, we suggest the development and reporting of primary research investigating and measuring those attributes associated with the performance of organ donation programs holistically. Trial Registration: Not applicable.

Sign in / Sign up

Export Citation Format

Share Document