Scaling Early Childhood Evidence-Based Interventions through RPPs

2021 ◽  
Vol 31 (1) ◽  
pp. 57-74
Author(s):  
Laurie Brotman ◽  
Spring Dawson-McClure ◽  
Dana Rhule ◽  
Katherine Rosenblatt ◽  
Kai-ama Hamer ◽  
...  
Keyword(s):  
Early Childhood ◽  
Evidence Based

Evidence-based practice in infant and early childhood psychology

2011 ◽  
Author(s):  
Florence Rubinson ◽  
Anastasia E. Yasik ◽  
Barbara A. Mowder
Keyword(s):  
Early Childhood ◽  
Evidence Based Practice ◽  
Evidence Based

Moving Beyond Inclusion to Participation: Essential Elements

2019 ◽  
pp. 54-67
Author(s):  
Toby Long
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education System ◽  
Children With Disabilities ◽  
Essential Elements ◽  
Evidence Based ◽  
Childhood Education ◽  
Everyday Activities ◽  
Meaningful Participation ◽  
Full Participation

This paper discusses the evolution of the early childhood education system from excluding children with disabilities to fully including them in a manner emphasizing full participation.  Evidence indicates meaningful participation in everyday activities is necessary for development to occur. The essential elements needed to bring about participation will be presented as well as specific evidence-based strategies used to promote inclusion and participation.

Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery

2021 ◽  
pp. 004723952110160
Author(s):  
Kristen L. Granger ◽  
Maureen A. Conroy ◽  
Kevin S. Sutherland ◽  
Edward G. Feil ◽  
Jessica Wright ◽  
...  
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Phase 1 ◽  
Lessons Learned ◽  
Study Phase ◽  
Evidence Based ◽  
Tier 2 ◽  
Web Based ◽  
Testing Phase ◽  
Panel Review

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.

Tulsa Children’s Project: Applying Evidence-Based Interventions in Early Childhood Settings

2018 ◽  
pp. 277-303
Author(s):  
Jennifer Hays-Grudo ◽  
Ruth Slocum ◽  
Jerry D. Root ◽  
Cara Bosler ◽  
Amanda Sheffield Morris
Keyword(s):  
Early Childhood ◽  
Evidence Based ◽  
Early Childhood Settings

scholarly journals Correction to: A Mixed Methods Evaluation of Early Childhood Abuse Prevention Within Evidence-Based Home Visiting Programs

2018 ◽  
Vol 22 (S1) ◽  
pp. 123-123
Author(s):  
M. Matone ◽  
K. Kellom ◽  
H. Griffis ◽  
W. Quarshie ◽  
J. Faerber ◽  
...  
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Childhood Abuse ◽  
Home Visiting ◽  
Abuse Prevention ◽  
Evidence Based ◽  
Mixed Methods Evaluation ◽  
Early Childhood Abuse

scholarly journals Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

2020 ◽  
Vol 13 (9) ◽  
pp. 36
Author(s):  
Carl J. Dunst ◽  
Mary Beth Bruder ◽  
Susan P. Maude ◽  
Melissa Schnurr ◽  
Angela Van Polen ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Capacity Building ◽  
Developmental Delays ◽  
Early Childhood Intervention ◽  
Evidence Based ◽  
Home Based ◽  
Childhood Intervention ◽  
Service Training ◽  
Development Practice

Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners’ reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development practice variables accounted for significant amounts of variance in the practitioners’ reported use of 10 different practices beyond that accounted for by the three background variables. The findings highlight the importance of evidence-based capacity-building professional development as a factor influencing practitioners’ judgments of their use of recommended practices.

Early Childhood Caries and Iron Deficiency Anaemia : A Systematic Review and Meta- Analysis

2021 ◽  
Author(s):  
Harshini Nivetha Easwaran ◽  
Anitha Annadurai ◽  
M.S. Muthu ◽  
Aruna Sharma ◽  
Sneha S. Patil ◽  
...  
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Iron Deficiency ◽  
Early Childhood Caries ◽  
Meta Analysis ◽  
Grey Literature ◽  
Deficiency Anemia ◽  
Evidence Based ◽  
Cross Sectional ◽  
Childhood Caries

Identification of the association between Early Childhood Caries (ECC) and Iron Deficiency Anemia (IDA) will aid pediatricians and pediatric dentists to enhance health promotion measures to reduce the related morbidity in children. This systematic review aims to determine an evidence based association between ECC and IDA. A systematic search was carried out from MEDLINE via PubMed, EMBASE, LILACS, Cochrane Oral Health Group’s Specialised Register, CINAHL via EBSCO, Web of Science and Scopus up to May 2020. Hand searching and grey literature screening were also conducted. Cross-sectional, case-control and cohort studies in English language which assessed the association was included. Two reviewers independently assessed the study quality and extracted the outcome data. A total of 1434 studies were identified. Fourteen studies qualified for qualitative review and seven of them for a meta-analysis. In comparison with children not affected by ECC, those affected had an increased likelihood of IDA (OR = 6.07 (3.61, 10.21). The meta- analysis showed no statistical difference when comparing blood parameters (Hb, MCV and Serum ferritin) in children with and without ECC. This systematic review demonstrates an association between ECC and increased odds of IDA rather than it being the cause for IDA. Further longitudinal studies with robust methodology are required to determine an evidence based association.

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