ABSTRACT : In the last several decades, the importance of early intervention has been recognized ... more ABSTRACT : In the last several decades, the importance of early intervention has been recognized and institutionalized through federal and state laws and regulations. Challenges for policy makers, personnel preparation specialists, and administrators of service programs include the newness of this field, the complexity of the service delivery system, the range of families and children served, the multidisciplinary nature of the services provided, and the variability from state to state. Key implementation issues must be addressed if we are to realize optimal services for infants, toddlers, and their families. This article focuses on implementation concerns and recommendations related to addressing the needs of the wide range of children and families to be served and providing services in natural environments, as well as issues of personnel preparation and models of service delivery. (C)2001Aspen Publishers, Inc.
... http://jei.sagepub.com/content/15/3/268 The online version of this article can be found at: D... more ... http://jei.sagepub.com/content/15/3/268 The online version of this article can be found at: DOI: 10.1177/105381519101500306 1991 15: 268 Journal of Early Intervention Mary Beth Bruder, Rebecca Anderson, Grisel Schutz and Miguel Caldera Model ...
Topics in Early Childhood Special Education, Apr 22, 2023
Professional Standards identify what future educators should know and be able to do when they com... more Professional Standards identify what future educators should know and be able to do when they complete a program of study from an Institution of Higher Education (IHE). With support from the Council for Exceptional Children (CEC), the first ever stand-alone Early Intervention/Early Childhood Special Education (EI/ECSE) Standards were approved in 2020. In this paper, we (a) discuss the rationale for stand-alone EI/ECSE Standards within the current context; (b) briefly introduce the Standards; (c) present an overview of how the Standards were developed; and (d) provide a vision for and guidance to the field in the development of personnel systems that ensure application of the EI/ECSE Standards for preservice and in-service preparation, IHE program accreditation, cross disciplinary collaboration, research and development, and policy and advocacy.
annual individualized education program (IEP) planning meeting and struggled to focus on the spee... more annual individualized education program (IEP) planning meeting and struggled to focus on the speech therapist while he discussed his report. Did he say that Ivy needed to work on social pragmatic skills? Mrs. Harrison did not realize that Ivy was having social problems. She seemed fine at home. While Mrs. Harrison pondered this new and worrisome information, she realized that Mrs. Jennings, Ivy’s teacher, was asking her a question: Did she realize that Ivy had not been handing in her reading homework? Mrs. Harrison felt a sinking feeling. She had been so busy shuttling her sons back and forth to soccer practice that she had not been as vigilant as she should have been about Ivy’s homework. Ivy needed so much help with her homework—she was so far behind the other third graders. Wasn’t Ivy supposed to do her homework independently? Maybe she could ask Ivy’s teacher to modify the homework. Wasn’t that the teacher’s responsibility? Could she ask for that? But by now, Mrs. Jennings was finished and the principal was speaking. They had to move along—their schedule included another meeting in 20 minutes. Mrs. Harrison felt a mixture of anger and frustration. Didn’t anyone want to hear what she had to say? That afternoon, Mrs. Jennings reflected on Ivy’s IEP planning meeting. She was concerned about Ivy’s reading scores and had hoped to enlist Mrs. Harrison in a home-based reading program. She had sent a note home with Ivy the previous week, but Mrs. Harrison never replied. Mrs. Jennings had spent hours researching reading strategies that could help Ivy build her decoding skills, but Mrs. Harrison did not seem interested in hearing about them at the meeting. Of course, Mrs. Harrison did find time to call after the meeting was over and complain that Ivy’s homework needed modification. The homework was indeed too difficult for Ivy. Mrs. Jennings wondered whose job it was to modify homework—should she do it, or should the special education teacher do it? Oh well, she had no time to worry about that problem now. She had a mountain of paperwork to finish and papers to grade before she could go home for the day.
Topics in Early Childhood Special Education, Apr 1, 2000
The term family-centered early intervention refers to both a philosophy of care and a set of prac... more 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.
Providing early childhood special education services to children with human immunodeficiency viru... more Providing early childhood special education services to children with human immunodeficiency virus (HIV) or acquired immunodeficiency syndrome (AIDS) is a challenge. This challenge requires flexibility and an awareness of best-practice recommendations for children with disabilities and special health care needs. This article provides a framework for early childhood special educators as they develop and implement service systems for this growing population of children.
Journal of the Academy of Nutrition and Dietetics, 2021
BACKGROUND The demographics, weight statuses, and dietary patterns of people with autism or the b... more BACKGROUND The demographics, weight statuses, and dietary patterns of people with autism or the broad autism phenotype who experience a severe nutrient deficiency disease due to symptoms of avoidant/restrictive food intake disorder have not been well established. OBJECTIVE The primary objective of this review was to examine the relationship between the demographics, weight statuses, dietary patterns, and nutrient deficiency diseases that characterize the most severe manifestations of avoidant/restrictive food intake disorder symptomology associated with autism or the broad autism phenotype. METHODS A systematic review of English and non-English articles published up to August 29, 2019, on the Scopus, PubMed, and Cumulative Index to Nursing and Allied Health Literature Plus electronic databases was conducted. Additional cases were identified through the reference list of all included articles. The search terms used were "autis∗ AND (deficiency OR scurvy)". Only case reports or case series in which a person of any age who had been identified as having a formal diagnosis of autism or autism symptoms and a disease of nutritional deficiency due to self-imposed dietary restrictions were included. Data were independently extracted by 8 authors using predefined data fields. RESULTS A total of 76 cases (patients were aged 2.5 to 17 years) from 63 articles that were published from 1993 through 2019 were found. More than 85% cases (65 of 76 patients) were from articles published in the past 10 years. The largest percentage of published cases (69.7% [53 of 76]) involved scurvy, a vitamin C deficiency. The second-largest percentage of published cases (17.1% [13 of 76]) involved eye disorders secondary to vitamin A deficiency. Other primary nutrient deficiencies reported were thiamin, vitamin B-12, and vitamin D. In 62.9% (22 of 35) of the patients for which a body mass index or a weight percentile for age was provided, the patient was within normal weight parameters, per Centers for Disease Control weight status categories. CONCLUSIONS Based on the 63 articles extracted for this systematic review, nutritional deficiency diseases related to inadequate intakes of vitamin A, thiamin, vitamin B-12, vitamin C, and vitamin D were found in individuals with autism and the broad autism phenotype who had severe self-imposed dietary restrictions. When weight information was provided, most of the youth in these cases were not reported to be underweight. Individuals of any weight who present with symptoms of avoidant/restrictive food intake disorder can benefit from early and frequent screening for adequacy of micronutrient intake, regardless of whether they have a clinical diagnosis of autism.
Findings from research syntheses of adult learning and in-service training studies identified the... more Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners’ reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development...
ABSTRACT : In the last several decades, the importance of early intervention has been recognized ... more ABSTRACT : In the last several decades, the importance of early intervention has been recognized and institutionalized through federal and state laws and regulations. Challenges for policy makers, personnel preparation specialists, and administrators of service programs include the newness of this field, the complexity of the service delivery system, the range of families and children served, the multidisciplinary nature of the services provided, and the variability from state to state. Key implementation issues must be addressed if we are to realize optimal services for infants, toddlers, and their families. This article focuses on implementation concerns and recommendations related to addressing the needs of the wide range of children and families to be served and providing services in natural environments, as well as issues of personnel preparation and models of service delivery. (C)2001Aspen Publishers, Inc.
... http://jei.sagepub.com/content/15/3/268 The online version of this article can be found at: D... more ... http://jei.sagepub.com/content/15/3/268 The online version of this article can be found at: DOI: 10.1177/105381519101500306 1991 15: 268 Journal of Early Intervention Mary Beth Bruder, Rebecca Anderson, Grisel Schutz and Miguel Caldera Model ...
Topics in Early Childhood Special Education, Apr 22, 2023
Professional Standards identify what future educators should know and be able to do when they com... more Professional Standards identify what future educators should know and be able to do when they complete a program of study from an Institution of Higher Education (IHE). With support from the Council for Exceptional Children (CEC), the first ever stand-alone Early Intervention/Early Childhood Special Education (EI/ECSE) Standards were approved in 2020. In this paper, we (a) discuss the rationale for stand-alone EI/ECSE Standards within the current context; (b) briefly introduce the Standards; (c) present an overview of how the Standards were developed; and (d) provide a vision for and guidance to the field in the development of personnel systems that ensure application of the EI/ECSE Standards for preservice and in-service preparation, IHE program accreditation, cross disciplinary collaboration, research and development, and policy and advocacy.
annual individualized education program (IEP) planning meeting and struggled to focus on the spee... more annual individualized education program (IEP) planning meeting and struggled to focus on the speech therapist while he discussed his report. Did he say that Ivy needed to work on social pragmatic skills? Mrs. Harrison did not realize that Ivy was having social problems. She seemed fine at home. While Mrs. Harrison pondered this new and worrisome information, she realized that Mrs. Jennings, Ivy’s teacher, was asking her a question: Did she realize that Ivy had not been handing in her reading homework? Mrs. Harrison felt a sinking feeling. She had been so busy shuttling her sons back and forth to soccer practice that she had not been as vigilant as she should have been about Ivy’s homework. Ivy needed so much help with her homework—she was so far behind the other third graders. Wasn’t Ivy supposed to do her homework independently? Maybe she could ask Ivy’s teacher to modify the homework. Wasn’t that the teacher’s responsibility? Could she ask for that? But by now, Mrs. Jennings was finished and the principal was speaking. They had to move along—their schedule included another meeting in 20 minutes. Mrs. Harrison felt a mixture of anger and frustration. Didn’t anyone want to hear what she had to say? That afternoon, Mrs. Jennings reflected on Ivy’s IEP planning meeting. She was concerned about Ivy’s reading scores and had hoped to enlist Mrs. Harrison in a home-based reading program. She had sent a note home with Ivy the previous week, but Mrs. Harrison never replied. Mrs. Jennings had spent hours researching reading strategies that could help Ivy build her decoding skills, but Mrs. Harrison did not seem interested in hearing about them at the meeting. Of course, Mrs. Harrison did find time to call after the meeting was over and complain that Ivy’s homework needed modification. The homework was indeed too difficult for Ivy. Mrs. Jennings wondered whose job it was to modify homework—should she do it, or should the special education teacher do it? Oh well, she had no time to worry about that problem now. She had a mountain of paperwork to finish and papers to grade before she could go home for the day.
Topics in Early Childhood Special Education, Apr 1, 2000
The term family-centered early intervention refers to both a philosophy of care and a set of prac... more 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.
Providing early childhood special education services to children with human immunodeficiency viru... more Providing early childhood special education services to children with human immunodeficiency virus (HIV) or acquired immunodeficiency syndrome (AIDS) is a challenge. This challenge requires flexibility and an awareness of best-practice recommendations for children with disabilities and special health care needs. This article provides a framework for early childhood special educators as they develop and implement service systems for this growing population of children.
Journal of the Academy of Nutrition and Dietetics, 2021
BACKGROUND The demographics, weight statuses, and dietary patterns of people with autism or the b... more BACKGROUND The demographics, weight statuses, and dietary patterns of people with autism or the broad autism phenotype who experience a severe nutrient deficiency disease due to symptoms of avoidant/restrictive food intake disorder have not been well established. OBJECTIVE The primary objective of this review was to examine the relationship between the demographics, weight statuses, dietary patterns, and nutrient deficiency diseases that characterize the most severe manifestations of avoidant/restrictive food intake disorder symptomology associated with autism or the broad autism phenotype. METHODS A systematic review of English and non-English articles published up to August 29, 2019, on the Scopus, PubMed, and Cumulative Index to Nursing and Allied Health Literature Plus electronic databases was conducted. Additional cases were identified through the reference list of all included articles. The search terms used were "autis∗ AND (deficiency OR scurvy)". Only case reports or case series in which a person of any age who had been identified as having a formal diagnosis of autism or autism symptoms and a disease of nutritional deficiency due to self-imposed dietary restrictions were included. Data were independently extracted by 8 authors using predefined data fields. RESULTS A total of 76 cases (patients were aged 2.5 to 17 years) from 63 articles that were published from 1993 through 2019 were found. More than 85% cases (65 of 76 patients) were from articles published in the past 10 years. The largest percentage of published cases (69.7% [53 of 76]) involved scurvy, a vitamin C deficiency. The second-largest percentage of published cases (17.1% [13 of 76]) involved eye disorders secondary to vitamin A deficiency. Other primary nutrient deficiencies reported were thiamin, vitamin B-12, and vitamin D. In 62.9% (22 of 35) of the patients for which a body mass index or a weight percentile for age was provided, the patient was within normal weight parameters, per Centers for Disease Control weight status categories. CONCLUSIONS Based on the 63 articles extracted for this systematic review, nutritional deficiency diseases related to inadequate intakes of vitamin A, thiamin, vitamin B-12, vitamin C, and vitamin D were found in individuals with autism and the broad autism phenotype who had severe self-imposed dietary restrictions. When weight information was provided, most of the youth in these cases were not reported to be underweight. Individuals of any weight who present with symptoms of avoidant/restrictive food intake disorder can benefit from early and frequent screening for adequacy of micronutrient intake, regardless of whether they have a clinical diagnosis of autism.
Findings from research syntheses of adult learning and in-service training studies identified the... more Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners’ reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development...
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