scholarly journals Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing

2017 ◽  
Vol 27 (2) ◽  
Author(s):  
Deirdre Curle ◽  
Janet Jamieson ◽  
Brenda T Poon ◽  
Marla Buchanan ◽  
Nancy Norman ◽  
...  
Keyword(s):  
Early Intervention ◽  
Systems Theory ◽  
Thematic Analysis ◽  
Hard Of Hearing ◽  
Ecological Systems ◽  
First Year ◽  
Transition To School ◽  
Complicated Process ◽  
Teachers Of The Deaf ◽  
Working Together

The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early intervention (EI) providers, parents, and teachers before and during the child’s first year of kindergarten. Thematic analysis was used to analyze six sets of parent interviews, pre- and post-transition, three interviews with EI providers, and three interviews with teachers of the deaf. Participants from each group described factors that facilitated or hindered the transition to school for D/HH children. Findings were interpreted through the framework of ecological systems theory, which indicate that high-intensity transition support and fluid communication facilitated the transition and fostered positive relationships among those involved in the child’s transition to school.

scholarly journals Applying a Socio-Ecological Framework to Thematic Analysis Using a Statewide Assessment of Disproportionate Minority Contact in the United States

2015 ◽  
Author(s):  
Dawn Henderson ◽  
Tiffany Baffour
Keyword(s):  
United States ◽  
Social Justice ◽  
Juvenile Justice ◽  
Systems Theory ◽  
Thematic Analysis ◽  
Justice System ◽  
Juvenile Justice System ◽  
The United States ◽  
Ecological Systems ◽  
Ecological Systems Theory

Disproportionate minority contact (DMC) in the United States represents a critical social challenge to promoting the ideals and values of social justice. The ecological nature of DMC, a phenomenon emerging from the intersection of micro- and macro-level factors, necessitates the application of systems theories in understanding the issue and designing solutions to address it. This article illustrates the application of socio-ecological systems theory in thematic analysis, drawing associations across multiple systems between contributing factors to DMC in the juvenile justice system in North Carolina, USA. Analysis examined data from 6 focus groups comprised of 55 statewide stakeholders involved in the juvenile justice continuum. Application of socio-ecological systems theory in thematic analysis revealed structural and individual conditions associated with DMC, to include institutional racism demonstrated by biases present in stakeholders across schools and the juvenile justice system. The article presents ways in which micro to macro factors influence social challenges. Findings present an analytic strategy for constructing a practical model in qualitative research of contributing mechanisms to DMC and addressing issues of social justice in the United States.

scholarly journals Understanding How Parenting & Family Literacy Centres Help Families Experiencing Poverty & Immigration

2021 ◽  
Author(s):  
Eleanore Jane Realmo
Keyword(s):  
Data Analysis ◽  
Focus Group ◽  
Focus Groups ◽  
Systems Theory ◽  
Thematic Analysis ◽  
Family Literacy ◽  
Ecological Systems ◽  
Ecological Systems Theory

This study examines the various ways in which Parenting and Family Literacy Centres (PFLC) can support families in relation to needs that arise from poverty and immigration. Bronfenbrenner’s ecological systems theory was used as a theoretical lens in this study. Thematic analysis was used to analyze the data collected from 12 focus groups. Three main themes related to immigration and poverty and the supports from PFLCs emerged from the data analysis: (1) Environment; (2) Resources; and (3) Socializing. The findings present the parents’ responses from their participation in the focus group and are an indication of how parents believe PFLCs can support them. Implications of these results are discussed and recommendations for educators are provided.

Framing Educational Needs of Deaf and Hard-of-Hearing Infants and Toddlers Using the Developmental Systems Approach

2020 ◽  
pp. 361-377
Author(s):  
Manfred Hintermair
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Systems Approach ◽  
Infants And Toddlers ◽  
Developmental Systems ◽  
Family Patterns ◽  
Structural Framework ◽  
The Family ◽  
Working Together ◽  
Cognition And Learning

The developmental systems approach (DSA) is a conceptual and structural framework to identify the challenges for infants and toddlers who are at risk regarding their development. It describes the fundamental dimensions to be considered when working together with families in early intervention. How children can learn at their best and how cognition and learning can be supported by caregivers are key factors in the DSA. The data presented in this chapter indicate that the DSA also provides a useful tool for deaf education. It illustrates how specific characteristics and behaviors of deaf and hard-of-hearing (DHH) infants and toddlers may have an impact on the family resources and on the family patterns of interaction (particularly on parent–child transactions) and how this, in turn, can influence child development. An important issue regarding DHH children’s learning processes is to be aware how parents can learn to teach their infants and toddlers informally to understand themselves and the world around them. The data presented reveal that DHH infants and toddlers and their families face challenges at all levels outlined in the DSA. The DSA also provides suggestions on how early intervention works successfully in practice for the families.

scholarly journals Understanding How Parenting & Family Literacy Centres Help Families Experiencing Poverty & Immigration

2021 ◽  
Author(s):  
Eleanore Jane Realmo
Keyword(s):  
Data Analysis ◽  
Focus Group ◽  
Focus Groups ◽  
Systems Theory ◽  
Thematic Analysis ◽  
Family Literacy ◽  
Ecological Systems ◽  
Ecological Systems Theory

This study examines the various ways in which Parenting and Family Literacy Centres (PFLC) can support families in relation to needs that arise from poverty and immigration. Bronfenbrenner’s ecological systems theory was used as a theoretical lens in this study. Thematic analysis was used to analyze the data collected from 12 focus groups. Three main themes related to immigration and poverty and the supports from PFLCs emerged from the data analysis: (1) Environment; (2) Resources; and (3) Socializing. The findings present the parents’ responses from their participation in the focus group and are an indication of how parents believe PFLCs can support them. Implications of these results are discussed and recommendations for educators are provided.

Telepractice Training for Early Intervention with Children who are Deaf/Hard-of-Hearing

2016 ◽  
Vol 1 (9) ◽  
pp. 60-67
Author(s):  
Kristina M. Blaiser ◽  
Diane Behl
Keyword(s):  
Early Intervention ◽  
Hard Of Hearing ◽  
Communication Disorders ◽  
Staff Support ◽  
Early Intervention Services ◽  
Part C ◽  
Training Courses ◽  
Part C Early Intervention ◽  
Training Opportunities

Telepractice is an increasingly popular service delivery model for serving individuals with communication disorders, particularly infants and toddlers who are Deaf/Hard-of-Hearing (DHH) served under Part C Early Intervention programs (Behl, Houston, & Stredler-Brown, 2012). Recent studies have demonstrated that telepractice is effective for providing children who are DHH and their families with access to high quality early intervention services (Behl et al., 2016; Blaiser, Behl, Callow-Heusser, & White, 2013). While telepractice has grown in popularity, there continues to be a lack of formalized training opportunities to help providers become more familiar with telepractice (Behl & Kahn, 2015). This paper outlines online training courses for providers, families, and administrators of programs for children who are DHH. Recommendations for follow up training and staff support are included.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

scholarly journals Early Diagnostics and Early Intervention in Neurodevelopmental Disorders—Age-Dependent Challenges and Opportunities

2021 ◽  
Vol 10 (4) ◽  
pp. 861
Author(s):  
Mijna Hadders-Algra
Keyword(s):  
Early Intervention ◽  
High Risk ◽  
Early Detection ◽  
Developmental Disorders ◽  
Familial Risk ◽  
Brain Structures ◽  
Autism Spectrum ◽  
First Year ◽  
Early Diagnostics ◽  
Challenges And Opportunities

This review discusses early diagnostics and early intervention in developmental disorders in the light of brain development. The best instruments for early detection of cerebral palsy (CP) with or without intellectual disability are neonatal magnetic resonance imaging, general movements assessment at 2–4 months and from 2–4 months onwards, the Hammersmith Infant Neurological Examination and Standardized Infant NeuroDevelopmental Assessment. Early detection of autism spectrum disorders (ASD) is difficult; its first signs emerge at the end of the first year. Prediction with the Modified Checklist for Autism in Toddlers and Infant Toddler Checklist is possible to some extent and improves during the second year, especially in children at familial risk of ASD. Thus, prediction improves substantially when transient brain structures have been replaced by permanent circuitries. At around 3 months the cortical subplate has dissolved in primary motor and sensory cortices; around 12 months the cortical subplate in prefrontal and parieto-temporal cortices and cerebellar external granular layer have disappeared. This review stresses that families are pivotal in early intervention. It summarizes evidence on the effectiveness of early intervention in medically fragile neonates, infants at low to moderate risk, infants with or at high risk of CP and with or at high risk of ASD.

scholarly journals Colorectal cancer screening in Uruguay: current assessment and roadmap for the future

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Micaela Reich ◽  
Lydia P. Buki
Keyword(s):  
Colorectal Cancer ◽  
Health Literacy ◽  
Cancer Screening ◽  
Systems Theory ◽  
Colorectal Cancer Screening ◽  
Health Beliefs ◽  
Ecological Systems ◽  
Ecological Systems Theory ◽  
Health Concern ◽  
Future Research

AbstractCancer is a leading cause of death worldwide and is expected to remain a public health concern for years to come. Within Latin America, Uruguay has the highest colorectal cancer rates. Heeding past calls to action, in this article we provide a critical assessment of colorectal cancer needs and opportunities in Uruguay with a focus on developing a roadmap for future action. First, we provide an overview of risk factors, screening procedures and guidelines, and screening rates. Next, we provide an overview of psychosocial factors that influence colorectal cancer screening, with the goal of providing guidance for future behavioral health promotion initiatives in Uruguay. In this effort, we present four conceptual models that may be used for interventions: the ecological systems theory, informed decision-making, the health beliefs model, and the health literacy model. Subsequently, we propose using an integrated model based on the ecological systems theory and health literacy model to develop national, local, and community-based interventions to increase screening rates and lower the colorectal cancer burden in Uruguay. We close the paper with a summary and implications section, including recommendations for future research programs focused on the assessment of factors that influence screening.

scholarly journals Monitoring of the auditory pathway maturation after early intervention during the first year of life in infants with sensorineural hearing loss

2020 ◽  
Author(s):  
F. Matin ◽  
S. Haumann ◽  
W. Roßberg ◽  
D. Mitovska ◽  
T. Lenarz ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Hearing Aids ◽  
Hearing Threshold ◽  
Auditory Pathway ◽  
Auditory Brainstem Responses ◽  
First Year ◽  
Early Therapy ◽  
Hearing Thresholds ◽  
First Year Of Life

Abstract Purpose The objective of this study was to investigate the auditory pathway maturation monitored by auditory brainstem responses (ABR) in infants with hearing loss during the first year of life. ABR were used to estimate hearing thresholds and the effect of early intervention strategies using hearing aids (HA). Methods Click-evoked ABRs were measured in 102 infants aged from 0 to 12 months to determine their individual auditory threshold. Early therapy intervention was recommended before 12 months of age and analyzed. To evaluate the effect of hearing amplification on auditory maturation, different subgroups of infants with moderate hearing loss were analyzed and the auditory pathway maturation was determined based on IPL I–V shortening. Results Overall, 110 ears (54.0% of 204 ears) with mild to profound HL showed threshold changes of 10 dB up to 60 dB in the follow-up ABR testing. HA were prescribed at the age of 3.8 ± 3.9 months. Cochlear implantation (CI) was performed in cases of repeated profound HL at the age of 9.9 months ± 4.5 months. A significant shortening of IPL I–V in all subgroups of infants (with and without risk factors) who received HA was shown and assumed auditory pathway maturation. Conclusion An early intervention using optimally fitted HA influenced auditory pathway maturation and may lead to improvements of hearing thresholds during the first year of life in infants. This study underscores the importance of not only providing HAs to infants, but also controlling for hearing threshold changes ensuring that HAs provide the optimal level of intervention or CI is indicated.

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