Competency-Based Approach in Early Interventions Aimed to Children and Families

The article outlines the theoretical basis of the competence approach in early intervention aimed to children and their families, developed by the author. The concept, structural and functional aspects of competence are considered from the perspective of the theory of procedural analysis. Seven levels of competence development are identified: situational interest, pre-competence, minimal, initial, extended, adaptive and advanced competence. The main types of competencies in young children have been determined, including individually oriented, socially oriented, executive, universal and complex ones. A description of the properties of competencies is shown, including spontaneous activation, associated positive affect, openness and flexibility, the tendency towards explicitness, the ability to combine with other competencies. The following principles of the development of competencies were revealed: naturalness, involvement, autonomy, explicitness, balance, complexity and de-contextualization. The application of the approach is illustrated by 2 cases. The possibilities and limitations of the approaches are being discussed.

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THE SIGNIFICANCE OF RELATIONSHIPS IN EARLY INTERVENTION SERVICES FOR YOUNG CHILDREN AND THEIR FAMILIES

Men Disability Society ◽

10.5604/01.3001.0010.8011 ◽

2017 ◽

Vol 3 (37) ◽

pp. 15-22

Author(s):

Deborah Chen

Keyword(s):

Early Intervention ◽

Young Children ◽

Theoretical Basis ◽

Small Children ◽

Early Intervention Services ◽

Intervention Services ◽

Relationship Of ◽

Current Practices

In this article we discuss the problem of importance of relationship of small children and their families in the process of early intervention. The author presents theoretical basis of early intervention and also compares the current practices with those traditional clinical ones within this field.

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Early intervention for young children with autism spectrum disorder: protocol for a scoping review of economic evaluations

Systematic Reviews ◽

10.1186/s13643-021-01847-7 ◽

2021 ◽

Vol 10 (1) ◽

Author(s):

Katherine Pye ◽

Hannah Jackson ◽

Teresa Iacono ◽

Alan Shiell

Keyword(s):

Early Intervention ◽

Young Children ◽

Scoping Review ◽

Service Providers ◽

Children With Autism ◽

Autism Spectrum ◽

Economic Evaluations ◽

Early Interventions ◽

Theoretical Approaches ◽

Young Children With Autism

Abstract Background In many countries, children who are diagnosed with autism during the first 5 years of life are offered a range of early intervention options. These options vary considerably in the theoretical approaches and techniques applied, their intensity and duration, settings, the person/s delivering supports and the training they require. Early interventions are a significant contributor to total autism-related costs in Western countries, but only in the last 10–20 years has there been adequate outcome data to enable the comparison of different interventions’ cost-effectiveness. This protocol describes a scoping review to better understand what economic evaluations have been completed in this field, and the methods used to date. Methods We will systematically search the following databases from their inception to 2021 for eligible studies: MEDLINE, EMBASE, PsycINFO, Econlit, PEDE, NHS EED and HTA. Full economic evaluations of any types of early intervention for children with autism prior to school entry will be included. Two reviewers will screen the studies, extract the data and assess the study quality using established checklists. The risk of bias will be assessed using the extended CHEC-list for all studies and, additionally, the Philips checklist for modelled studies. Quality of reporting will be assessed using the CHEERS checklist. A narrative synthesis will be completed to collate the findings, describe the methods used and identify which interventions have been researched from an economic perspective. Discussion This review will provide researchers, policymakers and service providers with current information about the economic evidence for early interventions for young children with autism and point to priorities for further research. It will inform future economic evaluations by highlighting the gaps or inconsistencies in the methods used to date. Limitations of the review will be acknowledged and discussed. Systematic review registration Open Science Framework: https://osf.io/sj7kt

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Establishing a hospital-based early intervention program for young children with cancer: A quality improvement initiative.

Clinical Practice in Pediatric Psychology ◽

10.1037/cpp0000375 ◽

2020 ◽

Author(s):

Jennifer L. Harman ◽

Andrew E. Molnar ◽

Lisa M. Jacola ◽

Angela Corr ◽

Amy Scott ◽

...

Keyword(s):

Quality Improvement ◽

Early Intervention ◽

Young Children ◽

Intervention Program ◽

Quality Improvement Initiative ◽

Children With Cancer ◽

Early Intervention Program

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The effectiveness of early intervention with young children "at-risk": A decade in review

PsycEXTRA Dataset ◽

10.1037/e537392009-003 ◽

2003 ◽

Author(s):

Janet Mentore Lee ◽

Vincent C. Alfonso

Keyword(s):

At Risk ◽

Early Intervention ◽

Young Children ◽

Children At Risk

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Early Intervention for ADHD: A review of DuPaul and Kern's Young Children with ADHD: Early Identification and Intervention

PsycEXTRA Dataset ◽

10.1037/e676232012-007 ◽

2012 ◽

Author(s):

Dylan S. T. Voris ◽

John S. Carlson

Keyword(s):

Early Intervention ◽

Young Children ◽

Early Identification ◽

Children With Adhd

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Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

International Education Studies ◽

10.5539/ies.v9n10p128 ◽

2016 ◽

Vol 9 (10) ◽

pp. 128 ◽

Cited By ~ 3

Author(s):

Faihan Alotaibi ◽

Nabil Almalki

Keyword(s):

Autism Spectrum Disorder ◽

Saudi Arabia ◽

Early Intervention ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Early Interventions ◽

Related Services ◽

Children With Asd ◽

The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

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Cyber-safety and COVID-19 in the early years: A research agenda

Journal of Early Childhood Research ◽

10.1177/1476718x211014908 ◽

2021 ◽

pp. 1476718X2110149

Author(s):

Susan Edwards

Keyword(s):

Young Children ◽

Research Agenda ◽

Internet Use ◽

Early Years ◽

The Internet ◽

Children And Families ◽

Internet Studies ◽

School Aged Children ◽

Cyber Safety ◽

Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

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Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

Topics in Early Childhood Special Education ◽

10.1177/0271121421990833 ◽

2021 ◽

pp. 027112142199083

Author(s):

Hailey R. Love ◽

Margaret R. Beneke

Keyword(s):

Early Childhood ◽

Education Research ◽

Critical Race Theory ◽

Young Children ◽

Inclusive Education ◽

Critical Race ◽

Children And Families ◽

Race Theory ◽

Children Of Color ◽

Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

Topics in Early Childhood Special Education ◽

10.1177/0271121421991222 ◽

2021 ◽

Vol 41 (1) ◽

pp. 18-30

Author(s):

Xigrid T. Soto-Boykin ◽

Anne L. Larson ◽

Arnold Olszewski ◽

Veena Velury ◽

Anna Feldberg

Keyword(s):

Systematic Review ◽

Early Childhood ◽

Young Children ◽

Early Childhood Special Education ◽

Children And Families ◽

Research And Practice ◽

Strength Based ◽

Multiple Languages ◽

Linguistic Backgrounds ◽

Infants And Young Children

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

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