A Support Approach to Early Intervention

McWilliam, R. A.; Scott, Stacy

doi:10.1097/00001163-200113040-00011

Cited by 78 publications

(59 citation statements)

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“…In addition, the results emphasize the importance of highlighting family strengths as well as advocating training for families, to offer parents means to overcome the difficulties faced by children who are deaf or hard of hearingin learninglabels for pictures and objects (Dunst, 2000;McWilliam & Scott, 2001).…”

Section: Discussionmentioning

confidence: 90%

Analogous and Distinctive Patterns of Prelinguistic Communication in Toddlers With and Without Hearing Loss

Zaidman‐Zait

Dromi

2007

J Speech Lang Hear Res

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Purpose: This study was conducted to compare the prelinguistic communicative abilities of toddlers with hearing loss and without hearing loss during the 2nd year of life and shortly before the emergence of productive single-word lexicons. Method: The participants were 28 toddlers with hearing loss who participated in an early intervention program and 92 toddlers with normal hearing at similar language levels and close chronological ages. The assessment consisted of the Hebrew Parent Questionnaire-Communication and Early Language (HPQ-CEL; E. Dromi, H. Ben-Shahar-Treitel, E. Guralnik, & D. Ringwald-Frimerman, 1992) that guided parents' observations of their toddlers in 6 contexts at home. Parents reported on a range of prelinguistic communicative abilities. Results: Profile analysis indicated that the 2 groups used a remarkably similar overall profile of prelinguistic behaviors. Interrelationships among behaviors were noticeably similar, too. Two communication properties unique to toddlers with hearing loss were relatively lower spontaneous use of words and reduced involvement in triadic book reading interactions. In addition, the associations between use of words and gestures in toddlers with hearing loss were slightly different from the toddlers with normal hearing, and the range of innovative gestures that they produced was greater. Conclusion: The remarkable similarity between the 2 groups support the feasibility of adopting goals and principles known to hold true in typical development for fostering communication in toddlers with hearing loss.KEY WORDS: deafness, communication strategies, parents, linguistics, infants and toddlers t the outset of the second year of life and shortly before the emergence of conventional words, typically developing toddlers with normal hearing demonstrate impressive communicative abilities when interacting with adults. Extensive scientific research has endeavored to describe the richness of prelinguistic systems in hearing toddlers (see reviews in Dromi & Ringwald-Frimerman, 1996;Reddy, 1999).In hearing toddlers, nonverbal communication systems manifest themselves in various domains. In the visual domain, toddlers follow the gaze of others and can identify which external object is the focus of adults' attention (Butterworth & Jarrett, 1991;Carpenter, Nagell, & Tomasello, 1998). In the vocal domain, toddlers produce canonical babbling and long sequences of jargon babble that sound like adult speech (Dromi, 2002;Stoel-Gammon, 1998). Joint attention comprises the major developmental achievement that emerges toward the end of the first year of life and may be regarded as the crown of prelinguistic development. Adult-child visual interactions, which during the first 9 months of life involve either social transactions or physical manipulation of objects, now become integrated. The coordination ofsocial and object schemes represents a qualitative change in infants' cognition (Adamson, 1995;Adamson & Chance, 1998;Sugarman, 1978Sugarman, , 1983. Following this developmental achievement,...

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Section: Discussionmentioning

confidence: 90%

Analogous and Distinctive Patterns of Prelinguistic Communication in Toddlers With and Without Hearing Loss

Zaidman‐Zait

Dromi

2007

J Speech Lang Hear Res

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“…If a family has any experience with EI, it is likely to be with a medical, a clinical, or an educational model, with expectations for team members to diagnose and prescribe a treatment, do therapy, teach, or give homework. It is fair to assume that without the knowledge of what EI is, why and how it is to be delivered, early interventionists should anticipate that families will need support at varying levels and types to participate fully (Bruder, 2000;McWilliam & Scott, 2001). To put it simply, families need to have a clear description of what the program entails and what their roles are so that they can participate.…”

Section: The Need For a Reciprocal Processmentioning

confidence: 99%

“…For some families, engaging in 2-way conversations or asking and answering questions are comfortable and effective. They are willing to share details, appreciate their importance, are anxious for intervention services to begin, are not concerned about approval from the provider, or respond to a provider skilled in facilitating nonintrusive discussions (McWilliam & Scott, 2001). Other parents are less comfortable talking with unfamiliar people, engaging in face-to-face discussions, or responding to a list of questions they consider intimidating or intrusive (Vacca & Feinberg, 2000).…”

Section: Moving the Interview To A Conversationmentioning

confidence: 99%

Gathering and Giving Information With Families

Woods

Lindeman

2008

Infants &Amp; Young Children

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The exchange of information between family members and service providers is a central feature of early intervention services and is integral to the development of an individual family service plan. Early intervention professionals pressured by timelines and documentation requirements either may resort to a directive style of communication that is not matched to the interaction or learning style of the family members or may ask general interview questions that do not provide sufficient information for effective intervention planning. Neither approach offers the family members a clear depiction of their role on the team. A framework and 5 strategies that support a reciprocal process for providing and receiving information while promoting family members' understanding of intervention in their everyday routines and activities are described. These strategies, developed and tested in the field within 5 federally funded research, demonstration, and outreach training projects, offer tools for service providers to gather and give information cognizant of different adult learning preferences.

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“…Beside these statements, suitable conversation language with the family and proper advising are important parts of developmental evaluation process. Families learning their children's developmental problems have a complicated psychological state with sadness (Coskun & Akkas, 2009) and request to learn details about the developmental situation (McWilliam & Scott, 2001 This first explanations made by the neurologist can be thought to drive family into a complicated psychological state with sadness according to mothers expressions.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%