Objective: This study was carried out to examine the efficacy of a 12-week, low-intensity (1-hour/wk of therapist contact), parent-delivered intervention for toddlers at risk for autism spectrum disorders (ASD) aged 14 to 24 months and their families. Method: A randomized controlled trial involving 98 children and families was carried out in three different sites investigating the efficacy of a parent delivery of the Early Start Denver Model (P-ESDM), which fosters parental use of a child-centered responsive interaction style that embeds many teaching opportunities into play, compared to community treatment as usual. Assessments were completed at baseline and 12 weeks later, immediately after the end of parent coaching sessions. Results: There was no effect of group assignment on parent‐child interaction characteristics or on any child outcomes. Both groups of parents improved interaction skills, and both groups of children demonstrated progress. Parents receiving P-ESDM demonstrated significantly stronger working alliances with their therapists than did the community group. Children in the community group received significantly more intervention hours than those in the P-ESDM group. For the group as a whole, both younger child age at the start of intervention and a greater number of intervention hours were positively related to the degree of improvement in children’s behavior for most variables. Conclusions: Parentimplemented intervention studies for early ASD thus far have not demonstrated the large effects seen in intensive-treatment studies. Evidence that both younger age and more intervention hours positively affect developmental rates has implications for clinical practice, service delivery, and public policy. J. Am. Acad. Child Adolesc. Psychiatry, 2012;51(10): 1052‐1065. Key Words: Early Start Denver Model (ESDM), early intervention, toddler, parent‐child interaction, autism

/pdf/effects-of-a-brief-early-start-denver-model-esdm-based-57zt18xs14.pdf

Effects of a Brief Early Start Denver Model (ESDM)–Based Parent Intervention on Toddlers at Risk for Autism Spectrum Disorders: A Randomized Controlled Trial

In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. Therefore, the early education field needs well-conducted empirical studies on which to base professional development practices. In this article, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners' skills, behaviors, and dispositions. The article highlights representative research from the professional development literature on its various forms/approaches and offers an agenda for research on the professional de...

/pdf/professional-development-in-early-childhood-programs-process-4zdxhx03cx.pdf

Professional Development in Early Childhood Programs: Process Issues and Research Needs

We contrasted parents who had a child with a developmental disability, a serious mental health problem, and a normative comparison group with respect to parental attainment and well-being at mid-life. Data are from the Wisconsin Longitudinal Study, collected when the respondents were 18, 36, and 53 or 54, on average. Although similar at age 18, group patterns of attainment and well-being diverged thereafter. Parents of a child with a developmental disability had lower rates of employment, larger families, and lower rates of social participation but were similar to parents without a child with a disability in educational and marital status, physical health, and psychological well-being. Parents whose child had a serious mental health problem had normative patterns of educational and occupational attainment and marriage, but elevated levels of physical symptoms, depression, and alcohol symptoms at mid-life.

Life Course Impacts of Parenting a Child With a Disability

The field of early childhood intervention for infants and young children with disabilities or delays has a rich history that spans many disciplines of practice. Both legislation and research has provided a foundation for how services are delivered to this population, and there are several recommended practices that govern service delivery to this group, the most prominent being family-centered care, team process, and natural and inclusive environments. Unfortunately, the field is facing many challenges because of the growing heterogeneity of children's and families' needs, the increasing complexity and variability of service systems, and dwindling resources available to support an infrastructure. Recommendations to address the future of early childhood intervention include adopting a culture of accountability across all dimensions of service provision, developing and instituting evidence-based practice, implementing comprehensive systems of professional development, and collaborating and merging with the ...

Early Childhood Intervention: A Promise to Children and Families for Their Future:

A diverse panel of experts convened in Bad Ischl, Austria, in June of 2012 for the purpose of coming to consensus on essential principles that guide family-centered early intervention with children who are deaf or hard of hearing (D/HH). The consensus panel included parents, deaf professionals, early intervention program leaders, early intervention specialists, and researchers from 10 nations. All participants had expertise in working with families of children who are D/HH, and focus was placed on identifying family-centered practice principles that are specific to partnering with these families. Panel members reported that the implementation of family-centered principles was uneven or inconsistent in their respective nations. During the consensus meeting, they identified 10 agreed-upon foundational principles. Following the conference, they worked to refine the principles and to develop a document that described the principles themselves, related program and provider behaviors, and evidence supporting their use (drawing upon studies from multiple disciplines and nations). The goal of this effort was to promote widespread implementation of validated, evidence-based principles for family-centered early intervention with children who are deaf and hard of hearing and their families.

/pdf/best-practices-in-family-centered-early-intervention-for-11ga0y1x2y.pdf

Best practices in family-centered early intervention for children who are deaf or hard of hearing: an international consensus statement.

Coaching In Early Childhood - What's It All About? Support For Coaching The Coaching Process Qualities Of An Effective Coach Coaching Families In Home And Community Settings Coaching In Group Settings Coaching Colleagues.

Coaching Families and Colleagues in Early Childhood

Coaching in early childhood is an interactive process of observation and reflection in which the coach promotes a parent's or other care provider's ability to support a child's participation in everyday experiences and interactions with family members and peers across settings. Focusing on collabora

Coaching Families and Colleagues: A Process for Collaboration in Natural Settings

A new plan for providing early intervention services for very young children and their families has been established with Part H of the Education of the Handicapped Act Amendments of 1986, Public Law 99-457. Each state is currently exploring how it can best develop one comprehensive system of care that combines health, education, social, and family services. Health practitioners have traditionally provided early intervention services in medical settings such as hospitals and local health departments since the early 1900s. Educators, prompted by federal legislation, have provided early intervention services in the public schools primarily since 1975. Occupational therapy practitioners work in both medical and educational settings and must now meet the numerous challenges and opportunities in developing comprehensive, family-centered, community-based care for very young children with special needs. This paper traces the historical development of early intervention services and discusses the major practice issues associated with implementing Part H of the Education of the Handicapped Act Amendments of 1986.

The changing environment of early intervention services: implications for practice.

Building Positive Alliances: Partnerships with Families as the Cornerstone of Developmental Assessment.

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Coaching Families and Colleagues in Early Childhood

Coaching Families and Colleagues: A Process for Collaboration in Natural Settings

The changing environment of early intervention services: implications for practice.

The changing environment of early intervention services: implications for practice.

Building Positive Alliances: Partnerships with Families as the Cornerstone of Developmental Assessment.