An Evaluation of Early Intervention Effectiveness at Increasing Age Levels for Program Initiation

Previous research has identified a negative correlation between developmental outcomes and length of early intervention programs. In the present investigation, these counterintuitive findings were examined on a sample of “at risk” children who had received a home-based infant development program and who had been enrolled at different age levels. Findings indicated that treatment length was negatively, but not significantly, correlated with developmental outcome. In addition, start age was found to be significantly negatively correlated with outcome, suggesting that certain developmental indices may decrease over time for certain populations. When the regression of time with start age was taken into account in the analyses, large and reliable treatment effects were observed at all start age levels. Results are discussed with respect to future research endeavors.     

Assessing Early Intervention Outcomes: Beyond Program Variables

THE EARLY INTERVENTION field is witnessing some major shifts in the focus of efficacy research. The traditional preoccupation with the question as to whether early intervention works is giving way to greater concern with understanding how programs make their impact. While this is seen as a progressive shift, much of the focus has so far been placed on how specific dimensions of the intervention process contribute to outcomes. Little attention has been paid to extra‐program variables which impinge upon or interact with the intervention process to shape outcomes. This paper presents the perspective that an intervention program is only one of many factors with potential influence on child and family functioning. Consequently program efficacy must be assessed in relation to both program and extra‐program variables. A framework outlining five classes of “independent” variables and two classes of outcomes to be considered in efficacy research is presented. Regression and path analytic techniques are presented as two potentially useful tools for addressing the different kinds of efficacy questions currently being raised in the literature.     

从神经可塑性角度探究自闭症早期干预的有效性

早期干预是国内外自闭症领域的研究热点,大量的实证研究表明早期干预能够有效改善自闭症的早期症状,特别是对于处在发展关键期的儿童。早期干预能够促进大脑沿着正常的轨迹发展,从而对早期发展中的大脑产生根本的影响。     

美国残疾婴儿和学步儿早期干预计划

美国残疾婴儿和学步儿早期干预计划旨在为3岁以下残疾婴幼儿提供早期干预服务,以满足3岁以下残疾婴幼儿及其家庭的特殊需要.残疾婴儿和学步儿早期干预计划的重要特点是免费性、普及性和全纳性.已有研究表明,美国残疾婴儿和学步儿早期干预计划的效果是积极的.我国可以借鉴美国的做法,逐步采取残疾婴幼儿早期干预措施,尽可能为残疾婴幼儿的发展提供帮助.     

Using Research to Improve the Cost Effectiveness of Early Intervention Programs

Since the implementation of Public Law 99457, the number of children served by early intervention programs has increased substantially. This article describes the d e s of advocacy and science in contributing to that expansion. A biosocial systems model of early development is used to explain how comparative experimental research can help to improve the cost effectiveness of early intervention programs. Examples of the benefits of such research are taken from the other articles reported in this issue of Early Education and Development.     

Using Research to Improve the Cost Effectiveness of Early Intervention Programs

Since the implementation of Public Law 99457, the number of children served by early intervention programs has increased substantially. This article describes the d e s of advocacy and science in contributing to that expansion. A biosocial systems model of early development is used to explain how comparative experimental research can help to improve the cost effectiveness of early intervention programs. Examples of the benefits of such research are taken from the other articles reported in this issue of Early Education and Development.     

The Cost-Effectiveness of Increasing Hours Per Week of Early Intervention Services for Young Children with Disabilities

Although there is a widespread belief that increasing the hours of early intervention services for children with disabilities will result in increased benefits for the participating children and their families, there is little research evidence to support this point of view. In this study, young children with disabilities were randomly assigned to receive either one hour per week of early intervention services, or three hours per week. Measures of child and family outcomes over the subsequent five-year period demonstrated no consistent benefits associated with increasing the hours of intervention. Possible reasons for the lack of benefits are discussed in the context of previous research.     

Evaluation of a Math Intervention Program Implemented With Community Support

Abstract

Evidence-based interventions exist for improving multiple fundamental math competencies, but delivering interventions with fidelity and within a data-driven, tiered framework is a practical challenge faced by most schools. The current study evaluated a math intervention program delivered with community-based resources via AmeriCorps. At the beginning of the school year, students in Grades 4–8 (n?=?550) were randomly assigned to receive math support via the program or to a waitlist control group. Outcomes were measured with a broad-based assessment of math achievement in the winter. Results from intent-to-treat analyses showed a significant and positive effect (d?=?.17) for the program that increased slightly under optimal dosage conditions (d?=?.24). The observed results extend existing literature on math interventions in schools by illustrating the potential for partnerships between community-based organizations and schools to improve outcomes for at-risk students.     

A Strategy for Early Intervention

An infant school's approach to assessment with teachers using time sampling techniques to observe and record behaviour is described by Mavis Willay, head of Rotherfield Infants School, Inner London Education Authority     

我国中小学教师评价方案有效吗——基于霍伊学校结构理论的中美比较研究

教师评价对于促进教师专业发展有重要作用。以霍伊学校结构理论为基础,研究对比中美两套代表性教师评价方案在规则设计和权力结构两大维度的运作效果发现:中国方案更具备阻滞型学校结构的特征,美国方案更倾向于促进型学校结构的特征。我国中小学教师评价方案应实现以下几个转变:评价目的从"加强管理"转向"促进教学",制度安排从"依附嵌套"转向"独立自主",教师与评价者的关系从"对立被动"转向"双边互动",评价结果从用于"量化排名"转向利于教师"专业发展",制度设计从"基于经验"转向"专业科学"。     

浅析少年儿童在中长跑项目中的早期化训练

对少年儿童在中长跑项目的早期化训练问题,通过我国中长跑运动员与世界优秀运动员之间对比存在的不同点,运用文献资料法,从中长跑运动的发展历史、中长跑项目本身特点和少年儿童的身体发育特点进行分析和探讨。     

解析模仿策略在自闭症早期干预中的应用

模仿是一个人从周围环境中进行学习的重要技能.认知发展的研究认为,模仿技能缺陷是自闭症谱系的主要特征之一,这对发展自闭症儿童早期干预方法有着重大的影响.文章系统检索了Medline/PubMed和EBSCOhost数据库,主要分析了其中十篇采用模仿策略对自闭症儿童进行干预的研究报告,分别从研究方法、理论基础、干预内容、示范方式等方面探讨了模仿策略在自闭症早期干预中的应用价值及存在的问题,并对未来的实践工作提出了建议.     

Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention Program

If our chosen aim in science education is to be inclusive and to improve students’ learning achievements, then we must identify teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo (2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice. Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program.     

Characteristics of the Early Intervention Workforce: An Indiana Perspective

In preparation for implementation of Part H of P.L. 99-457, the Indiana early intervention workforce was surveyed to determine the current status of the workforce and identify implications for policy making. A sample of 837 respondents generated information about the types of personnel providing services, their qualifications, compensation, and longevity in the field. Turnover rates for the personnel categories surveyed were also obtained. Education and licensure for teachers and aides showed considerable variation, with some personnel having training in areas related to early intervention and many with training in unrelated areas. Striking differences were seen in compensation favoring public school personnel over personnel employed in other types of agencies. Personnel turnover rates were high, averaging 30%. The data indicate the need for early intervention training programs and equitable compensation of trained personnel if Indiana, and presumably other states, are to meet the mandate of P.L. 99-457, Part H. The most critical needs are to develop strategies to attract, train, and support specialized early intervention personnel from a wide variety of disciplines.     

The Use and Effectiveness of an Argumentation and Evaluation Intervention in Science Classes

This study explored teachers’ use of the Argumentation and Evaluation Intervention (AEI) and associated graphic organizer to enhance the performance of students in middle and secondary science classrooms. The results reported here are from the third year of a design study during which the procedures were developed in collaboration with teachers. A quasi-experimental pretest–posttest design with 8 experimental and 8 control teachers was used with a total of 282 students. An open-ended test assessed students’ abilities to evaluate a scientific argument made in an article. The students were asked to identify the claim and its qualifiers, identify and evaluate the evidence given for the claim, examine the reasoning in support of the claim, consider counterarguments, and construct and explain a conclusion about the claim. The quality of students’ responses was assessed using a scoring rubric for each step of the argumentation process. Findings indicated a significantly higher overall score and large effect size in favor of students who were instructed using the AEI compared to students who received traditional lecture–discussion instruction. Subgroup and subscale scores are also presented. Teacher satisfaction and student satisfaction and confidence levels are reported.     

An SEM Approach for the Evaluation of Intervention Effects Using Pre-Post-Post Designs

A directly applicable latent variable modeling procedure for classical item analysis is outlined. The method allows one to point and interval estimate item difficulty, item correlations, and item-total correlations for composites consisting of categorical items. The approach is readily employed in empirical research and as a by-product permits examining the latent structure of tentative versions of multiple-component measuring instruments. The discussed procedure is straightforwardly utilized with the increasingly popular latent variable modeling software Mplus, and is illustrated on a numerical example.     

An Ongoing Professional Development Program and Its Impact on Teacher Effectiveness

Professional development (PD) has been identified as a critical mechanism that helps teachers increase students' achievement. However, the content and form of this mechanism varies widely. This study examines an ongoing PD for school teachers, which has been explicitly founded on a set of guiding principles associated with quality professional development. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations, are tested in a sample of 153 teachers. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. Regression results indicate that participation in this program is significantly related to teachers' scores on instruction only. The implications of this finding indicate that high-quality professional development does not always address all domains of teaching. Other implications derived from the findings point to the need for professional development opportunities to be ongoing and highly focused on improving inquiry-based instruction.     

An Analysis of the Core Cognitive Curriculum in Early Intervention Programs

This study investigates the existence of an identifiable core cognitive curriculum operative in early intervention programs—its substance and its suitability for preschoolers with developmental disabilities. As an initial approach, the authors present preliminary data on three specific questions: Have early intervention programs adopted a common set of developmental inventories for assessing children? Do the frequently used inventories share a common set of items? Are the common items adopted as Individual Educational Program (IEP) objectives? By polling members of the Division of Early Childhood (DEC), Council for Exceptional Children for their preferred assessment instruments, then listing the common items from their top choices, and, finally, comparing the listed items with written IEP objectives, the authors identified elements of a core curriculum in current use by many early intervention programs. Within the cognitive domain, it was found that at least one out of five items common to the developmental inventories—shapes, colors, quantities, sizes, and puzzles (includes formboards)—were listed as objectives on 75% of the IEPs collected from programs located in the same states as DEC respondents. The appropriateness of these "preacademic" instructional targets in the context of developmental "readiness" is questioned.     

Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities

The early identification of children with learning disabilities (LD) is difficult but can be accomplished. Observation of key behaviors which are indicators of LD by preschool and kindergarten teachers can assist in this process. This early identification facilitates the use of intervention strategies to provide a positive early experience for children at risk for academic difficulties.