Toddlers Receiving Early Intervention in Childcare Centers

Bruder, Mary Beth; Staff, Ilene; McMurrer-Kaminer, Eileen

doi:10.1177/027112149701700205

Cited by 23 publications

(18 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Childcare classes are a potential solution to this shortage, and the accumulated research on early childhood inclusion has provided a foundation for using the childcare class as an inclusive placement option (Guralnick, 2001;Odom, 2000). Furthermore, examples of successful inclusive childcare programs do exist (W. H. Brown, Horn, Heiser, & Odom, 1996;Bruder & Staff, 1998;Bruder, Staff, & McMurrer, 1997;Jocelyn, Casiro, Beattie, Bow, & Kneisz, 1998;Quah, 1998). Childcare classes have other positive features that make these classes ideal intervention sites:…”

Section: Childcare Classroom As An Intervention Sitementioning

confidence: 99%

Ecological Congruence Assessment for Classroom Activities and Routines

Wolery

Brashers

Neitzel

2002

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

T his article is based on the assumption that childcare programs can be desirable intervention contexts for young children with disabilities. In such sites, however, two potential problems often occur: nonfunctional goals and contextually irrelevant recommendations by specialists (special educators and therapists) to childcare teachers. To address these issues, the ecological congruence assessment process was developed. This process involves three phases: The teacher collects information about child functioning in usual classroom activities, routines, and transitions; summarizes the collected information; and shares the summarized information with the team. Use of the ecological congruence assessment process may produce more functional goals and provide useful information for making practice recommendations that are specific to the classroom.

show abstract

Section: Childcare Classroom As An Intervention Sitementioning

confidence: 99%

Ecological Congruence Assessment for Classroom Activities and Routines

Wolery

Brashers

Neitzel

2002

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

show abstract

“…Filla, Wolery, & Anthony, 1999;Strain, 1999;Warren, 1998). For example, studies have suggested that IFSPs still stress child outcomes to the exclusion of more broad-based family mediated outcomes and support strategies (Boone, McBride, Swann, Moore, & Drew, 1998;Bruder, Staff, & McMurrer-Kaminer, 1997;Farel, Shackelford, & Hurth, 1997;Summers et al, 1990); studies have also shown that service providers struggle with the delivery of services that include families (Filer & Mahoney, 1996;McBride & Peterson, 1997;McWilliam et al, 1995;McWilliam, Tocci, & Harbin, 1998). Additionally, both providers and researchers struggle with whether parent education and intervention on parent-infant interaction is encompassed within a family-centered framework (Mahoney et al, 1999;McCollum, 1999), whether early intervention should be child-centered or family-centered (Able- Boone, 1996, Beckman, Frank, & Newcomb, 1996, and whether the emphasis in early intervention should be relationship focused (Kelly & Barnard, 1999).…”

Section: Isaiahmentioning

confidence: 99%

Topics in Early Childhood Special Education

Voress

Holsker

2014

Encyclopedia of Special Education

View full text Add to dashboard Cite

Family-centered early intervention remains an elusive goal for our field. The following stories illustrate some of the challenges associated with this goal. MICHAELOn April 29, 1999, my son Michael was born. He was unresponsive and very floppy. It was a horrible time because unlike when my daughter was born, all the nurses left us alone most of the time and kept shutting the door to my room. Because we insisted, a geneticist came to see him the next day. He ordered an MRI, ultrasound, and bloodwork and said he would get back to us the next week. Michael's pediatrician told my sister that she (the pediatrician) used to work with multihandicapped children, but hopefully Michael wouldn't turn out that way. We learned the next week that Michael had Prader-Willi syndrome.Michael's first problem was with eating. As with most children with this syndrome, Michael's low tone interfered with his sucking and swallowing. My pediatrician told me it was okay because these children have a problem with eating too much. She also said we did not need early intervention until he was older.We changed pediatricians (to one who was a father of a child with a disability) and started early intervention. After a brief phone conversation with someone from the county program, a packet of materials was sent to us (about an inch thick). My husband and I could not make sense of them, so we waited until a service coordinator came to see us. I then signed about ten forms including insurance forms, and she scheduled assessments for Michael to see if he could get early intervention.The early intervention evaluation was done by a feeding specialist and physical therapist because these were his primary needs. The two professionals came separately because they worked for separate agencies. They both expressed concern about Michael's lack of responsiveness and both told me that there was a Prader-Willi group home in the next town for when Michael was older. The reports they did on Michael were mailed to us about a week later. They were very detailed and very negative. While reading them, both my husband and I cried.Next came our IFSP meeting. My mother, sister, and another parent were there with the service coordinator and another early interventionist. The evaluations were read, and

show abstract

“…Filla, Wolery, & Anthony, 1999;Strain, 1999;Warren, 1998). For example, studies have suggested that IFSPs still stress child outcomes to the exclusion of more broad-based family mediated outcomes and support strategies (Boone, McBride, Swann, Moore, & Drew, 1998;Bruder, Staff, & McMurrer-Kaminer, 1997;Farel, Shackelford, & Hurth, 1997;Summers et al, 1990); studies have also shown that service providers struggle with the delivery of services that include families (Filer & Mahoney, 1996;McBride & Peterson, 1997;McWilliam et al, 1995;McWilliam, Tocci, & Harbin, 1998). Additionally, both providers and researchers struggle with whether parent education and intervention on parent-infant interaction is encompassed within a family-centered framework (Mahoney et al, 1999;McCollum, 1999), whether early intervention should be child-centered or familycentered (Able- Boone, 1996, Beckman, Frank, & Newcomb, 1996, and whether the emphasis in early intervention should be relationship focused (Kelly & Barnard, 1999).…”

Section: Isaiahmentioning

confidence: 99%

Family-Centered Early Intervention

Bruder

2000

Topics in Early Childhood Special Education

Self Cite

194

View full text Add to dashboard Cite

The term family-centered early intervention refers to both a philosophy of care and a set of practices. Both have been used to guide research, training, and service delivery for well over a decade. Unfortunately, though, the universal adoption of family-centered values and practice in early intervention is problematic for a number of reasons. This article will discuss these reasons in the context of the current state of early intervention and provide recommendations for the new millennium.Family-centered early intervention remains an elusive goal for our field. The following stories illustrate some of the challenges associated with this goal. MICHAELOn April 29, 1999, my son Michael was born. He was unresponsive and very floppy. It was a horrible time because unlike when my daughter was born, all the nurses left us alone most of the time and kept shutting the door to my room. Because we insisted, a geneticist came to see him the next day. He ordered an MRI, ultrasound, and bloodwork and said he would get back to us the next week. Michael's pediatrician told my sister that she (the pediatrician) used to work with multihandicapped children, but hopefully Michael wouldn't turn out that way.We learned the next week that Michael had Prader-Willi syndrome.Michael's first problem was with eating. As with most children with this syndrome, Michael's low tone interfered with his sucking and swallowing. My pediatrician told me it was okay because these children have a problem with eating too much. She also said we did not need early intervention until he was older.We changed pediatricians (to one who was a father of a child with a disability) and started early intervention. After a brief phone conversation with someone from the county program, a packet of materials was sent to us (about an inch thick). My husband and I could not make sense of them, so we waited until a service coordinator came to see us. I then signed about ten forms including insurance forms, and she scheduled assessments for Michael to see if he could get early intervention.The early intervention evaluation was done by a feeding specialist and physical therapist because these were his primary needs. The two professionals came separately because they worked for separate agencies. They both expressed concern about Michael's lack of responsiveness and both told me that there was a Prader-Willi group home in the next town for when Michael was older.The reports they did on Michael were mailed to us about a week later. They were very detailed and very negative. While reading them, both my husband and I cried.Next came our IFSP meeting. My mother, sister, and another parent were there with the service coordinator and another early interventionist. The evaluations were read, and when the service coordinator asked me if I had any questions, I asked, &dquo;How come the reports were so negative, and they didn't say anything positive or hopeful about Michael?&dquo; She told me that the therapists were doing their job, documenting Michael's needs. The service coordina...

show abstract

Toddlers Receiving Early Intervention in Childcare Centers

Cited by 23 publications

References 26 publications

Ecological Congruence Assessment for Classroom Activities and Routines

Ecological Congruence Assessment for Classroom Activities and Routines

Topics in Early Childhood Special Education

Family-Centered Early Intervention

Contact Info

Product

Resources

About