The DEBT Project: Early Intervention for Handicapped Children and Their Parents

Macy, Daniel J.; Solomon, Gary S.; Schoen, Marc; Galey, Gloria S.

doi:10.1177/001440298304900509

Cited by 6 publications

(3 citation statements)

References 3 publications

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“…• Biological conditions obviously do not change, but children are helped to reach their maximum potential (Brooks-Gunn &. Lewis, 1984;Chamberlin, 1987;Macy, Solomon, &. Schoen, 1983).…”

Section: Efficacy Studiesmentioning

confidence: 99%

Early Intervention and School Nursing Practice

Lewis

Bear

2000

The Journal of School Nursing

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The most vital and critical period for early intervention is in the first 3 years of life. The school nurse working in an early childhood program plays a pivotal role in assessing and meeting the health and developmental needs of very young children and their families. This article discusses early intervention, as defined by federal law, as an age-related service delivered within a family-focused, multidisciplinary, interagency, and collaborative model. An assessment framework for school nurses working with this population is described, which includes physical, social, and emotional domains. Identifying children early and then providing needed interventions and services will assist at-risk children in realizing their developmental potential.

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“…• Biological conditions obviously do not change, but children are helped to reach their maximum potential (Brooks-Gunn &. Lewis, 1984;Chamberlin, 1987;Macy, Solomon, &. Schoen, 1983).…”

Section: Efficacy Studiesmentioning

confidence: 99%

Early Intervention and School Nursing Practice

Lewis

Bear

2000

The Journal of School Nursing

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“…Indeed, the results of several data-based studies with severely handicapped students (Lombardino & Mangan, 1983;Macy, Solomon, Schoen, & Galey, 1983;Sandler, Coren, ~ Thurman, 1983) and mildly handicapped children (Bittle, 1975;Chapman & Heward, 1982;lmber, lmber, & Rothstein, 1979) support this premise. Furthermore, this assumption is the basis for the proviso in PL 94-142 mandating parental involvement in their child's educational process (Turnbull, Turnbull, & Wheat, 1982).…”

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confidence: 96%

The Nature and Extent of Special Educator Contacts with Students' Parents

Hughes

Ruhl

1987

Teacher Education and Special Education: The Journal of the Tea

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Parental involvement in their handicapped child's education is generally promoted by the field and protected by legal mandates. To determine the nature and extent of parent-teacher interactions, a questionnaire was sent to 1,418 special education teachers across the country. A total of 904 (64%) teachers responded. Overall frequency of contacts and time spent were calculated, as well as the type of IEPrelated roles teachers assume. Other types of interactions such as written, telephone, conferences, parent groups, and cooperative agreements also were sampled. Results indicate teachers assume a number of responsibilities when interacting with parents and use a variety of methods for doing so. Implications for teacher training are discussed.

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“…Unfortunately, empirical evidence to support the effectiveness of parents tutoring their young children in reading is quite meager, and much of it is based primarily on preposttest scores and anecdotal reports of success from teachers and parents (e.g., American Institute for Research in the Behavioral Sciences, 1968;Jason, Geston, & Yock, 1976;Macy, Soloman, Schoen, & Galey, 1983). Furthermore, a large portion of the research has involved parents tutoring older children (e.g., Barth, 1979;Gallagher, 1976;Rich, 1976), as opposed to prereaders or beginning readers.…”

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confidence: 99%

Parent Tutoring as a Supplement to Compensatory Education for First-Grade Children

Mehran

White

1988

Remedial and Special Education

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Children identified for Chapter I compensatory education programs were randomly assigned to an experimental program in which mothers were trained in structured tutoring techniques or to a control group. Children assessed on two standardized reading tests showed statistically significant differences after 6 months, but these differences later disappeared. When analyses were limited to those pairs of children in which the parent of the experimental group child had participated more completely in the tutoring program, there were both immediate and long-term statistically significant differences between the groups. It is concluded that parent tutoring programs can be an effective supplement to compensatory education programs but a substantial number of parents do not participate in such programs. The failure to account for degree of participation in previous research on parent involvement may account for the contradictory findings often reported.

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The DEBT Project: Early Intervention for Handicapped Children and Their Parents

Cited by 6 publications

References 3 publications

Early Intervention and School Nursing Practice

Early Intervention and School Nursing Practice

The Nature and Extent of Special Educator Contacts with Students' Parents

Parent Tutoring as a Supplement to Compensatory Education for First-Grade Children

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