Early Intervention - Publications and Reports
Impact of Parents' Involvement and Engagement in a Learning Readiness Programme for Children With Severe and Profound Intellectual Disability and Complex Needs in India (2009), by D. Kurani et al, reports on a pilot study undertaken by the staff from the Jai Vakeel School for Children in Need of Special Care, Mumbai. The study examined the effects of training by parents of children with severe learning disabilities and complex needs; it measured their emotional, social, language, cognitive and motor skill development. Using a Parental Involvement/Engagement Scale it was seen that children with lower parental involvement had less improvement in the above areas whilst children with higher parental involvement showed greater improvement.
The First Year: Autism Spectrum Disorders: An Essential Guide for the Newly Diagnosed Child (2009), by Nancy D. Wiseman, the founder of the First Signs and a mother of an autistic child, offers both compassionate insight and a wealth of information for diagnoses from Asperger's to classic autism.
International Perspectives on Early Intervention: A Search for Common Ground (2008), by Michael J. Guralnick, presents a framework for establishing an agenda to design or strengthen early intervention systems from an international perspective. Given the extraordinary diversity of potential factors that can influence early intervention around the world, a set of early intervention principles is put forward that appears to have achieved international consensus.
Early Help Makes a Difference (2008), a brochure developed by the New York State Department of Health, provides check-lists of what parents can expect their child to be able to do, from birth to age three.
Early Learning Guidelines for Infants and Toddlers: Recommendations for States (2008) is a report by ZERO TO THREE, drawing on the expertise of national and state leaders. It offers recommendations and examples to states as they embark on an inclusive process to develop or refine research-based early learning guidelines for infants and toddlers.
Family Supports and Services in Early Intervention: A Bold Vision (2007), by Ann P. Turnbull et al, published in the Journal of Early Intervention, utilizes four knowledge sources to characterize a current gap in policy and practice related to serving families in early intervention (birth to 5) programs. It argues that the field of early intervention has focused primarily on implementing family-centered practices by focusing on how families and professionals should interact. The field has not sufficiently addressed what supports and services should be offered to families to enhance the likelihood of positive outcomes for families themselves and for their children with disabilities. The paper concludes with recommendations for enhancing policy, research, and professional development related to family services and supports.
Early Intervention in Vietnam (2007), by Marja Hodes, describes the setting up of early intervention services in Vietnam. From the outset, there was a focus on developing staff training programs alongside establishing model early intervention programs to ensure that the work would be sustained at the end of the project funding and spread throughout the country. The article is published in Down Syndrome Research and Practice.
Cognitive Recovery in Socially Deprived Young Children: The Bucharest Early Intervention Project (2007), by Charles A. Nelson et al, finds that the cognitive outcome of children who remained in institutions was markedly below that of never-institutionalized children and children taken out of the institution and placed into foster care. Marked improved cognitive outcomes were observed at 42 and 54 months for the youngest children placed in foster care. The article is published in Science.
Early Intervention Initiative Manual (2007), prepared by the Disability Services Queensland, Australia, was developed to assist service providers to deliver and implement the Increasing Service Delivery-Early Intervention Initiative. This initiative provides a targeted response to establishing new services or expanding existing services for families with children with a disability to address the gap in early intervention services
When I am Three, Where Will I Be? (2007) is a family transition workbook, prepared by the Illinois Birth-5 Transition Guidance Committee, in collaboration with the State Board of Education (ISBE) and Department of Human Services (IDHS). It provides information for parents approaching their child's transition from the state's Early Intervention services.
Early Intervention for Infants and Toddlers (2007) is a report by the National Early Intervention Longitudinal Study (NEILS), following more than 3,300 children with or at risk of disabilities and their families through their experiences in early intervention and into early elementary school.
Identification and Evaluation of Children With Autism Spectrum Disorders (2007), a report by the American Academy of Pediatrics (AAP), is urging early screening for autism spectrum disorders (ASD) for all children.
Evidence-Based Practice in Early Intervention for Children with Disabilities Aged 0-6 Years (2007), by the National Disability Authority of Ireland, provides independent expert advice to government on policy and practice so that all children with disabilities have equal rights and opportunities to participate in the social, economic, and cultural life of the nation.
Early Learning Guidelines (2007), published by the National Infant & Toddler Child Care Initiative, is an overview of existing infant/toddler early learning guidelines (ELGs), intended as a resource for US States and Territories as they develop and revise their ELGs for infants and toddlers, in response to the 2002 Good Start, Grow Smart initiative.
Cross-Cultural Perspectives on the Classification of Children With Disabilities: Part I. Issues in the Classification of Children With Disabilities (2006), by Lani Florian et al, is the first of a 2-part synthesis of an international seminar on the classification of children with disabilities. It synthesizes 6 papers that address broad questions relating to disability classification and categorization, cross-national comparisons on disability in education, the World Health Organization's International Classification of Functioning, Disability and Health (ICF), and Amartya Sen's capability approach. The focus of the article is the intentions, purposes, and future directions for disability classification in education. The authors argue that these advances offer researchers and policy-makers the opportunity to examine the relational nature of disability classification in any recalibration of statutory standards or educational policy reforms.
Could it Be Autism? A Parent's Guide to the First Signs and Next Steps (2006), by Nancy D. Wiseman, the founder of the First Signs and a mother of an autistic child, provides parents with vital information so they can recognize the "red flags" of developmental delays and begin intensive intervention as early as possible.
A Comparative Study of Early Intervention in Zimbabwe, Poland, China, India, and the United States of America (2005), by Yanhui Pang and Dean Richey, briefly introduces Early Intervention (EI) issues in five countries including Zimbabwe, Poland, People's Republic of China (PRC), India, and the United States of America (USA).
Professional Education in Early Intervention Systems in Europe: An Overview (2005), a report by Aleksandra Dimova, PhD, is part of a larger project, supported by the European Commission within the framework of Leonardo da Vinci program, aimed at increasing the quality of professional training in early childhood intervention.
Early Intervention in Autism (2005), by Christina M. Corsello, PhD, emphasizes the need for early intervention for children with autism. It reviews existing intervention programs and empirical studies on such programs, with a particular emphasis on the birth-to-three age group. The article is published in Infants & Young Children.
Early Childhood Intervention: Analysis of Situations in Europe (2005), by the European Agency for Development in Special Needs Education, is a summary report outlining key aspects and recommendations concerning early intervention in Europe.
Early Intervention Lessens the Impact of Autism (2004), published in Science Daily, presents findings of a research project that show that with early intervention about forty percent of children with autism can speak fluently by the age of nine, and only fourteen percent of children are unable to speak, contrary to fears that half of children with autism will never speak.
Family Outcomes at the End of Early Intervention (2004), by Don Bailey, Anita Scarborough, Kathleen Hebbeler, Donna Spiker, and Sangeeta Mallik, is a report on the outcome for families following their experiences with early intervention programs at the time their children turned three.
Early Intervention in the UK: Current policy and practice and implications for future research and development(2004), by Philippa Russell, published by Mencap and British Department for Education and Skills, explores both national and international evidence and key policy challenges emerging from research and evaluation on early intervention. She also examines current policy and practice developments in the United Kingdom and beyond.
Early Childhood Development and Children With Disabilities in Developing Countries (School of Education and FPG Child Development University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA), a paper by Rune J. Simeonsson examines the situations of children with disabilities in several developing nations around the world. She identifies some of the risk factors associated with disability that are commonly found in developing nations, and she provides recommendations for actions in the area of early intervention that can be taken to mitigate some of these risk factors, with a particular view towards the unique circumstances and needs of infants and children living in developing nations.
A Different Kind of Test (2003), by Margaret Dunkle and Louis Vismara, M.D., argues that good screening tools can help identify developmental disabilities and provide early intervention for the best possible development of diagnosed children.
Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment and Program Evaluation (2003) has been developed by the Division for Early Childhood (DEC) to serve as a companion document to the 2003 joint position statement Early Childhood Curriculum, Assessment and Program Evaluation-Building and Effective, Accountable System in Programs for Children Birth through Age 8 of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State (NAECS/SDE).
Early Intervention-Anticipation Dialogues in the Grey Zone of Worry (2003), by Tom Erik Arnkil, looks into various projects for early intervention, in order to systematize them and help support structures systemically addressing the issue.
Autism Now Diagnosed Early: Therapy for Toddlers Makes 'Huge Difference' (2003), by Kim Painter of USA Today, highlights developments in early intervention for children with autism. The article explains that researchers are learning more about the earliest signs and gaining confidence in the value of early, intense therapies that systematically teach children everything from eye contact to play skills to conversational techniques. The article is available from Bridges4Kids.
Autism Spectrum Disorders: Best Practice Clinical Guidelines for Screening, Diagnosis, and Assessment (2002), developed for the California Department of Developmental Services, provides a comprehensive base of information for screening, evaluation and assessment of persons with autistic spectrum disorders (ASD). The core concepts and best practices were developed through panel consensus and were supported by evidence-based findings to assist families, service providers, and public officials in making informed decisions regarding early identification and intervention for children with autism.
Toward An Inclusive Approach to Monitoring Investments and Outcomes in Child Development and Learning (2002), from L'Institut Roeher Institute, aims to assist community and government sectors in designing a framework for public monitoring and accountability for investments in healthy child development. The paper is the result of an initiative with many aims, among them to critically evaluate theories of child development from the perspective of children with intellectual and other disabilities and to consider implications for designing an inclusive framework for monitoring child development and tracking investments.
UNICEF has prepared a report on a national early intervention information program in the Maldives which highlights the situation and needs of children with disabilities. The program, called "First Steps" started in 1999 and ran for three years. It provided information to Maldivians on early childhood care and development through print, radio and television media. Information on the detection of disabilities and the stimulation and inclusion of young children with disabilities were included in much of the material. This brief report provides a summary of the program and is available at: http://www.unicef.org/earlychildhood/files/maldives_first_steps.pdf.
Screening for Developmental and Behavioral Disabilities Is Cost-Effective When Parents Fill Out Standardized Forms, by the Department of Pediatrics of the University of Michigan, argues that it is most efficient (cost-effective) to formally screen for developmental and behavioral disabilities, in order to ensure that detected cases receive the earliest possible intervention and that people with disabilities consequently have the best possible educational and employment opportunities.
Impact Evaluation of a Parent Education Program in Early Intervention (2001), by Teresa Pereira Coutinho, presents a program developed and tested in Portugal that was included in a research project in the area of Early Intervention and Family Support.
Early Signs of Impaired Motor Development in Infants and Toddlers (2001), by Shani Norberg, MD, outlines benefits of early intervention for not only functional outcomes, but also for emotional and psychological outcomes, improving the overall quality of life.
Putting Together Your Child´s Treatment Team (2001), by Mitzi Waltz, suggests a list of medical and other professionals whose involvement is critical for the optimal development of a child diagnosed with ASD.
Practice Parameter: Screening and Diagnosis of Autism (2000), by the American Academy of Neurology, concludes that early identification of children with autism spectrum disorders (ASD) and intensive, early intervention during the toddler and preschool years improves outcomes for most young children with ASD.
Early Intervention is a quarterly newsletter published by the Illinois Early Intervention Clearinghouse for parents and others interested in children's growth and development.
The October 1999 issue of the UNICEF document Education Update is devoted entirely to articles on children with disabilities. In the twelfth article, "Assessment for Early Intervention and Inclusion for Children with Disabilities - Jamaica," the author, Marigold Thorburn, M.D., outlines the development of early intervention programs in Jamaica from their inception in 1975. The complete October 1999 Education Update is available at: http://www.unicef.org/girlseducation/files/vol2disabileng.pdf.
Perceived Needs of and Support for Puerto Rican Mothers of Young Children with Disabilities (1999), by Maria E. Reyes-Blanes et al, compares the family needs and sources of support as perceived by fifty-five Puerto Rican mothers of young children with disabilities residing in Puerto Rico (PR) and thirty nine of their counterparts living in Florida (FL). Implications for early interventionists working with Puerto Rican families of young children with disabilities are discussed.
Early Intervention in the South Pacific: Issues in Program Development (1994), by Penny Price discusses how generalizations about the differences between more developed and less developed countries in terms of service provision for people with disabilities sometimes tend to obscure the differences that exist between and within countries. Intervention is a relatively new concern for many countries in the Pacific region but one of the most notable features is the variation in approaches taken to meet the needs of young children with a disability and their families.
Promoting Social Interaction and Status of Children with Intellectual Disabilities in Zambia (1993), by John A. Ronning and Dabie Nabuzoka, reports on the interaction of a group of Zambian primary school children with mild to moderate intellectual disabilities with their non-disabled peers. Results are discussed as preliminary, with implications for the design and evaluation of intervention programs aimed at promoting integration of children with disabilities in mainstream schools.
Learning From Reviews of Early Intervention (1985), by Karl R. White et al, published in the Journal of Special Education demonstrates the value of systematically considering previous reviews before initiating a new review. It establishes a foundation that should be particularly helpful to future reviewers of the early intervention efficacy literature and demonstrates a process that should be used by reviewers in all areas.