Developmental Interventions for Biologically At-Risk Infants at Home

Sandall, Susan R.

doi:10.1177/027112149101000402

Cited by 9 publications

(2 citation statements)

References 19 publications

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“…Early studies documented the effectiveness of early intervention with low birth weight premature infants in general (Sandall, 1990;Casto et al, 1987), but most of these earlier studies excluded infants with neurological insults such as IVH. Exceptions include studies by Resnick, Armstrong and Carter (1988), Piper et al (1986) and the project described here.…”

Section: Abstract: Developmental Disability Parental Stress Intervmentioning

confidence: 99%

Ethnicity and parenting stress change during early intervention

McDowell

Saylor

Taylor

et al. 1995

Early Child Development and Care

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Section: Abstract: Developmental Disability Parental Stress Intervmentioning

confidence: 99%

Ethnicity and parenting stress change during early intervention

McDowell

Saylor

Taylor

et al. 1995

Early Child Development and Care

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“…Although the field of early intervention has long accepted the validity of the transactional model of development, the infusion of this theoretical perspective into practice has been a gradual, evolutionary process (Sandall, 1990(Sandall, , 1993. The difficulty of translating this theoretical model into practice is related in part to the fact that it challenges some of the roles and practices traditionally assumed by intervention specialists (e.g., working directly with the child and identifying stimulating activities that are uniquely suited to addressing the child's developmental needs) and requires interventionists to reappraise their professional relationships with parents (e.g., from expert clinician to advisor and partner of parents; Beckman, Robinson, Rosenberg, & Filer, 1994; Bradley, Knoll, & Agosta, 1992; Minde & Scott, 1995;Sheehan & Sites, 1989).…”

Section: Relationship-focused Intervention Practicesmentioning

confidence: 99%

Clinical Assessments of Parent-Child Interaction

Mahoney

Spiker

Boyce

1996

Topics in Early Childhood Special Education

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This article discusses issues that are relevant to the clinical assessment of parent-child interaction in the context of early intervention and clinical infant services. Issues discussed include (a) factors contributing to the callfor parent-child assessments; (b) the reliability and validity of parent-child assessment instruments; and (c) the interpretability of data obtained from parent-child assessments. We argue that the focus on parent-child interaction is appropriate for clinical infant services.However, contemporary assessment procedures may not be developed sufficiently to be included as part of the developmental assessment process.The professional community must consider whether and how parent-child assessments can enhance the quality of clinical infant services.There lives more truth in honest doubt, Believe me, than in half the creeds.-Alfred Lord Tennyson (1850)In a recent issue of Zero to Three, a task force commissioned by the National Center for Clinical Infant Programs (NCCIP) published a position paper regarding developmental assessment practices (Greenspan &c Meisels, 1994). This paper called attention to a number of critical issues that need to be considered in the process of conducting developmental assessments of infants and toddlers. These Downloaded from included using assessment procedures that are derived from valid developmental conceptual frameworks, implementing assessment practices that are matched appropriately to the developmental level of infants and toddlers, assessing children in more than one context so as to determine the impact of contextual factors on children's performance, actively engaging parents in the assessment process, emphasizing qualitative information as opposed to psychometric results such as quotients and developmental ages, and using procedures and methods that are sensitive to the culture and values of the child and family.Overall, the developmental assessment guidelines recommended by this task force provide clinicians with a sensitive, appropriate, and practical framework for assessing young children. This task force is to be applauded for developing a thoughtful document that provides a framework for developmental assessments that is consistent with a broad range of theoretical models, yet provides clear direction regarding the most critical issues involved in this practice.This report also contained a minor recommendation calling for the assessment of parent-child interaction as part of the evaluation process: "Assessment involves multiple sources of information and multiple components. . . . Assessment includes most prominently . . . direct observation of the child, including the child interacting with a caregiver(s)" (p. 5). The intent of this recommendation may have been to promote casual observations of parent-child interaction that are primarily intended to assess child behaviors: "observing the child in the context of unstructured play with parent(s) or other familiar caregivers ..." (p. 5). Nevertheless, in this type of interactive context, parental ...

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Home based, parent mediated, early educational intervention for children with, or biologically at risk of, developmental disability

Ellis¹,

Logan²

2001

Cochrane Database of Systematic Reviews

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Developmental Interventions for Biologically At-Risk Infants at Home

Cited by 9 publications

References 19 publications

Ethnicity and parenting stress change during early intervention

Ethnicity and parenting stress change during early intervention

Clinical Assessments of Parent-Child Interaction

Home based, parent mediated, early educational intervention for children with, or biologically at risk of, developmental disability

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