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Assessing the comfort zone of child care teachers in serving young children with disabilities
Buysse, Virginia, 1996
Journal of Early Intervention, 20(3), 189-203

A study of fifty-two general early childhood education teachers and their attitudes towards serving young children with disabilities in inclusive early childhood settings, including examination of structured interview and rating scale data and analysis of the link between a teachers’ comfort levels and children’s disability severity

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Assessing the strengths of young children at risk: Examining use of the Preschool Behavioral and Emotional Rating Scale with a Head Start population
Griffith, Annette K., September, 2010
Journal of Early Intervention, 32(4), 274-285

Over the past decade, there has been an increased need for the development and use of psychometrically acceptable measures to assess the behavioral and emotional strengths of young children served in statewide preschool and Head Start programs. One measure developed to address this need is the Preschool Behavioral and Emotional Rating Scale (PreBERS), which is a strength-based instrument designed to evaluate the behavioral and emotional strengths of preschool children aged 3 to 5 years old. In a previous study with a nationally representative sample, researchers found that (a) the items of the PreBERS can best be described by a four-factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement), (b) the subscales and total measure have highly acceptable levels of internal consistency, and (c) differences were obtained for levels of strength for preschool children with and without disabilities. The findings of this investigation replicate these previous results with a national sample of children (N = 962) enrolled in Head Start programs. Confirmatory factor analysis and analyses of internal consistency and criterion validity provide support for the use of the PreBERS with children served in Head Start programs. Study limitations and implications are addressed (author abstract)

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Associations among name writing and alphabetic skills in prekindergarten and kindergarten children at risk of school failure
Diamond, Karen E., March, 2013
Journal of Early Intervention, 35(1), 20-39

Associations among children's writing and alphabetic skills were examined in a sample of 502 prekindergarten children who were at risk of academic failure because they came from poor families, spoke a language other than English at home, or had an identified disability. In this sample of children at risk of school failure, 16% had an identified disability and an Individualized Education Plan (IEP). Children's name writing skills in prekindergarten were compared with their letter knowledge and word decoding skills in prekindergarten and kindergarten. Two writing scores reflected the overall quality of children's writing and children's use of letters. By the end of prekindergarten, almost half of children wrote their first names correctly, and two thirds used only letters when writing their name. Children's name writing in prekindergarten was associated, concurrently, with letter and word decoding skills. Children's use of letters when writing their name in prekindergarten predicted growth of emergent literacy skills related to letter knowledge and to decoding and identifying words, even if the name was not written entirely correctly. While children who had an IEP had, on average, slightly lower levels of achievement than their peers, the pattern of associations among variables was similar for all children. Results are discussed in relation to the use of writing as a tool that teachers and interventionists can use in understanding and promoting children's early literacy skills. (author abstract)

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Benefits and risks of reverse inclusion for preschoolers with and without disabilities: Parents' perspectives
Rafferty, Yvonne, 2001
Journal of Early Intervention, 24(4), 266-286

An inquiry into the benefits of combining children with and without disabilities in preschool, based on a sample of 244 preschool aged children attending a community-based reverse inclusion program in New York State

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Building social communication skills in Head Start children using storybooks: The effects of prompting on social interactions
Stanton-Chapman, Tina L., 2006
Journal of Early Intervention, 28(3), 197-212

A study of the effects of teacher prompting on at-risk preschool children’s peer-directed language and social behavior, using storybooks, thematic play, and play organizer and review sessions

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A call for a more responsive federal policy framework
Knitzer, Jane, Winter 2007
Journal of Early Intervention, 29(2), 111-113

A discussion of the need for a responsive federal policy and reimbursement framework for the screening, early identification, and interventions for children with or at risk of developing social or emotional delays

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Caregiver descriptions of the developmental skills of infants and toddlers entering early intervention services
Scarborough, Anita A., Spring 2007
Journal of Early Intervention, 29(2), 207-227

A study of caregiver perceptions of their disabled infants’ development when entering early intervention and an examination of correlations between caregiver perception and demographic factors

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Child care for low-income children with disabilities: Access, quality, and parental satisfaction
Wall, Shavaun, 2006
Journal of Early Intervention, 28(4), 283-298

A comparison of child care use, quality, parental satisfaction, and maternal employment and education activities among low-income families of young children with and without disabilities, based on data from the Early Head Start Research and Evaluation Project

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Classroom instruction: Background, assumptions, and challenges
Wolery, Mark, December, 2011
Journal of Early Intervention, 33(4), 371-380

A discussion of assumptions about the roles of evidence-based practices, children's readiness for learning, naturalistic approaches, and play as a curricular domain, in the context of classroom instruction for young children with disabilities, as well as a consideration of instructional, experimental, and resource challenges to those assumptions

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A computer-assisted instruction phonological sensitivity program for preschool children at-risk for reading problems
Lonigan, Christopher J., 2003
Journal of Early Intervention, 25(4), 248-262

A study of the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to preschoolers at risk for reading problems

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Contributing factors to South Korean early childhood educators’ strategies for addressing children’s behaviors
Kim, Yeon Ha, June 2009
Journal of Early Intervention, 31(3), 227-249

An examination of Korean teachers’ strategies for dealing with behavior problems in children, and a comparison of their strategies with those of teachers in the United States, based on information from questionnaires from a stratified random sample of 236 teachers of children aged 3 through 5-years-olds at preschool and child care centers across South Korea

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A cost analysis of Part C early intervention services in New Jersey
Tarr, Julie E., 2001
Journal of Early Intervention, 24(1), 45-54

An investigation of characteristics of early intervention programs (EIPs) determining the costs of providing such programs, based on a sample of all 44 EIPs in New Jersey

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Differences in parent and teacher ratings of preschool problem behavior in a national sample: The significance of gender and SES
Graves Jr., Scott L. , September, 2012
Journal of Early Intervention, 34(3), 151-165

An examination of the predominance of problem behavior for children at risk of displaying behavior problems in early care and education settings, differences of the probability for exhibiting behavior problems by gender and parent education, and differences in teacher- and parent-ratings in a national sample, based 320 children ages 2- to 5-years in early care and education centers, their parents and their teachers

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Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education
Chang, Florence, 2005
Journal of Early Intervention, 27(2), 110-124

A study of the incidence of early childhood special education or early intervention core courses and practicum requirements in early childhood teacher preparation programs at 2- and 4-year institutions in the United States

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The Early Communication Indicator for infants and toddlers: Early Head Start growth norms from two states
Greenwood, Charles R., December, 2010
Journal of Early Intervention, 32(5), 310-334

A study of the relationship between patterns of growth in communication and gender, Individualized Family Service Plans (IFSP) status, and home language environment and a second study of patterns of growth in gestures, vocalizations, and single- and multiple-word utterances and IFSP status, based on data from 27 Early Head Start programs and 5,882 children in the Midwest

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Early literacy development: Skill growth and relations between classroom variables for preschool children
Missall, Kristen N., 2006
Journal of Early Intervention, 29(1), 1-21

A study of the correlation between classroom quality and emergent English literacy skill development in preschool children, including groups of children considered at-risk due to poverty, native language, or speech-language disability, based on a sample of 69 children ages three- through five-years-old from two urban school districts

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Early Start: A literacy-rich prekindergarten program for children academically at risk
McCormick, Christine E., 1992
Journal of Early Intervention, 16(1), 79-86

A description Early Start, a center-based prekindergarten literacy program for at-risk children in Illinois, and an assessment of the impact on its participants

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Ecological features of preschools and the social engagement of children with autism
Reszka, Stephanie S., March, 2012
Journal of Early Intervention, 34(1), 40-56

A study of the peer engagement of children with Autism Spectrum Disorder (ASD) in classroom activity areas, by type of engagement, and by group arrangement, as well as a comparison of the likelihood of their peer engagement during child-initiated or adult-initiated activities, based on data from 68 preschoolers with ASD in 24 classrooms across North Carolina, Colorado, and Florida, at the beginning of the school year

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The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays
Spencer, Trina D., June, 2010
Journal of Early Intervention, 32(3), 178-199

An account of the outcomes of a storytelling intervention intended to enhance the ability of at risk preschoolers to retell and generate oral narratives, based on data from 5 children at a Head Start center

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The effects of consultation on individualized education program outcomes for young children with autism: The Collaborative Model for Promoting Competence and Success
Ruble, Lisa, September 2010
Journal of Early Intervention, 32(4), 286-301

A study of the effect of Collaborative Model for Promoting Competence and Success (COMPASS) teacher training on the development of social, communication, and independence skills of autistic children, based on data from a randomized sample of 35 dyads each consisting of a special education teacher and a child with autism

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Effects of first aid training using small group instruction with young children with disabilities
Timko, Tamara C., 1999
Journal of Early Intervention, 22(4), 323-336

An examination of a first aid training procedure on the acquisition, maintenance and generalization of children with disabilities seeking adult assistance in response to simulated injuries

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Effects of three levels of early intervention services on children prenatally exposed to cocaine
Claussen, Angelika H., 2004
Journal of Early Intervention, 26(3), 204-220

A study of the association between 3 early intervention levels, center, home, and primary care, and cognitive, language, motor, and behavioral development in a sample of 130 children, from birth to age 3, prenatally exposed to cocaine

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Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers
Lonigan, Christopher J., 1999
Journal of Early Intervention, 22(4), 306-322

An evaluation of the effects of two preschool-based shared-reading interventions on emergent early literacy skills, based on a sample of 95 children, ages 2- to 5-years, from low income families

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Entering preschool: Family and professional experiences in the transition process
Hanson, Marci, 2000
Journal of Early Intervention, 23(4), 279-293

An exploration of the experiences of families of 3-year-old children with special needs as they transition from infant-toddler support to preschool educational services, based on interviews with and observations of 22 families and their service providers in four regions of the United States

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Evaluating the impact of the STEPS model on development of community-wide transition systems
Rous, Beth, 1999
Journal of Early Intervention, 22(1), 38-50

An evaluation of the influence of training and technical assistance using the Sequenced Transition to Education in the Public Schools model (STEPS) on the development and implementation of formalized transition policies and procedures for community-wide transition systems in Kentucky

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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