Effectiveness of Early Intervention for Vulnerable Children: A Developmental Perspective

Guralnick, Michael J.

doi:10.1352/0895-8017(1998)102<0319:eoeifv>2.0.co;2

Cited by 335 publications

(248 citation statements)

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“…In order to obtain a correct analysis of our results, the fact that the evaluated children grew up in a culturally enriched environment and had received other evaluations and interventions, not analyzed in this study, should be considered as it could be associated with better cognitive and/or academic performance 32,33 . The high overall performance of children, with a low prevalence of real developmental problems, could explain the low positive predictive values and the high overreferral obtained in our study.…”

Section: Discussionmentioning

confidence: 99%

Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar

Perez

Castilla

et al. 2016

Revista Chilena de Pediatría

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Introduction: The Ages and Stages questionnaires (ASQ) has been recently validated in our country for developmental screening. The objective of this study is evaluate the validity of ASQ to predict low cognitive performance in the early years of schooling. Patients and method: Diagnostic test studies conducted on a sample of children of medium-high socioeconomic level were evaluated using ASQ at least once at 8, 18 and/or 30 months old, and later, between 6 and 9 years old, reevaluated using the Wechsler Intelligence Scale for Children-third edition (WISC-III). Each ASQ evaluation was recorded independently. WISC-III was standardized, considering underperformance when the total score was under -1 standard deviation. Results: 123 children, corresponding to 174 ASQ assessments (42 of them were 8 months old, 55 were 18 months and 77 were 30 months of age) were included. An area under the ROC curve of 80.7% was obtained, showing higher values at 8 months (98.0%) compared to 18 and 30 months old (78.1 and 79.3%, respectively). Considering different ASQ scoring criteria, a low sensitivity (27.8 to 50.0%), but a high specificity (78.8 to 96.2%) were obtained; the positive predictive value ranged between 21 and 46%, while the negative value was 92.0-93.2%. Conclusion: ASQ has low sensitivity but excellent specificity to predict a low cognitive performance during the first years of schooling, being a good alternative to monitor psychomotor development in children who attend the private sector healthcare in our country.

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Section: Discussionmentioning

confidence: 99%

Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar

Perez

Castilla

et al. 2016

Revista Chilena de Pediatría

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“…Theoretical frameworks of early intervention that are predicated on Bronfenbrenner's work in human ecology include transactional regulation (Sameroff, 1983(Sameroff, , 1993Sameroff & Chandler, 1975;Sameroff & Fiese, 1990, 2000a, 2000b), Guralnick's (1997Guralnick's ( , 1998 early development and risk-factors 'model, and the resource-based approach to early intervention as developed by Dunst and Trivette (1997). Sameroff and Fiese (2000a), in describing the developmental ecology of early intervention and the theory of transactional regulation, identify three core requirements that are necessary for optimal child development outcomes:…”

Section: Early Intervention Theoretical Frameworkmentioning

confidence: 99%

“…Both Guralnick's (1997Guralnick's ( , 1998 model·of early development and risk factors and Dunst and Trivette's (1997) Figure 2.2).…”

Section: Redefinementioning

confidence: 99%

Implementing paraprofessional strength-based early intervention home visitations

Mykota

2008

Evaluation and Program Planning

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The purpose of the present study is to evaluate the implementation process for Parenting Plus, the early intervention program of the Pipestone Health District. Parenting Plus, as modeled after Hawaii Healthy Start, provides strength-based paraprofessional home visitations to overburdened parents of newborns. The goal of the program is to strengthen families through the personal development of young parents that includes their ability to use community-based resources to affect positive parenting outcomes.A utilization-focused evaluation involving stakeholders that followed an implementation framework was designed. In so doing, the objectives of the study were iii ACKNOWLEDGEMENTS

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“…[11][12][13][14][15][16] Asimismo, se ha demostrado una mejoría significativa en el desarrollo del niño cuando las condiciones que afectan el desarrollo son detectadas y atendidas en los primeros años de vida. [17][18][19][20][21][22][23][24] La vigilancia del desarrollo de los niños debe ser un proceso continuo, flexible y longitudinal, a fin de identificar factores de riesgo que pudieran provocar retrasos o alteraciones en el desarrollo. En México, este proceso está regulado por las normas oficiales NOM-031-SSA2 25 y NOM-34-SSA2, 26 que establecen los lineamientos para la vigilancia del estado de nutrición, el crecimiento y el desarrollo de los niños menores de 5 años de edad.…”

Section: Introductionunclassified

Indicadores de riesgo del Perfil de Conductas de Desarrollo como instrumento para la detección temprana de retrasos y alteraciones del desarrollo

Bolaños¹,

Mina-Lara²,

Ramos-Ortega³

2015

Acta Pediatr Mex

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Effectiveness of Early Intervention for Vulnerable Children: A Developmental Perspective

Cited by 335 publications

References 0 publications

Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar

Validez del Ages & Stages questionnaires para predecir el desempeño cognitivo en los primeros años de educación escolar

Implementing paraprofessional strength-based early intervention home visitations

Indicadores de riesgo del Perfil de Conductas de Desarrollo como instrumento para la detección temprana de retrasos y alteraciones del desarrollo

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