Early intervention and preschool programs for children with disabilities are also accountable for providing certain types of support for families. How should these efforts be evaluated? This article describes three potential levels of accountability: (a) providing the legally required services for families, (b) providing services that are considered recommended, and (c) achieving certain outcomes as a result of working with families. Issues and considerations related to each level of accountability are discussed and recommendations are made for advancing policy and practice related to the evaluation of parent involvement and family support efforts.

Evaluating Parent Involvement and Family Support in Early Intervention and Preschool Programs

This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55−70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research Findings: Individual children in classrooms with small group sizes had higher quality individual experiences even though global classroom quality was not necessarily better. Higher levels of global classroom quality did not ensure that every child in the classroom was engaged fully in available interactions and activities. Children with disabilities were generally enrolled in classrooms with higher global quality and had higher quality individual experiences than those without disabilities; however, children without disabilities enrolled in these inclusive classrooms did not necessarily have a higher level of individual experiences than those in non-inclusive classrooms...

Children's Individual Experiences in Early Care and Education: Relations With Overall Classroom Quality and Children's School Readiness

This article describes how complex dynamical systems theory (chaos theory) can be used to understand the nature of quality in early care and education settings. The authors review past research on quality and quality initiatives, suggesting that the complex dynamical nature of early care and educational settings present challenges to quality enhancement initiatives. An application of the tenets of chaos theory to early care and educational settings is provided. Recommendations for research and policy are included.

The Complex and Dynamic Nature of Quality in Early Care and Educational Programs: A Case for Chaos

This article concerns a parent-report repeat questionnaire to evaluate the quality of multiprofessional early intervention following early identification of deafness. It discusses the rationale for the design of the instrument, its theoretical underpinnings, its psychometric properties, and its usability. Results for the validity and reliability of the instrument are based on completion by 82 parents. The questionnaire is divided into four sections. “The description of the structure of professional services” demonstrated good face and content validity; the “content of intervention scale” yielded high internal consistency (Cronbach's α = 0.88) and reliability (6-month test–retest correlations, rho = 0.88, r = .68; 12-month test–retest correlations, rho = 0.60, r = .82); the “process of intervention” scale yielded high internal consistency (Cronbach's α = 0.93) and high reliability on test–retest administration (6-month test–retest correlations, r = 0.64; 12 month test–retest correlations, r = .82); and the short “overall impact” questions were answered well. The Trait Emotional Intelligence Questionnaire was used to control for influence of parental disposition on ratings of quality of intervention. Evaluating the goodness of fit between early intervention and parental priorities/values is discussed as a vital component in improving child and family outcomes.

The Design and Validation of a Parent-Report Questionnaire for Assessing the Characteristics and Quality of Early Intervention Over Time

Research Findings: Federal, state, and local agencies legislate and support inclusive settings for the education of young children with disabilities Recommended practices outline critical elements for meeting the educational and developmental needs of children with and without disabilities in inclusive settings, and minimal and essential quality characteristics have been articulated Research has suggested that inclusive and non-inclusive settings may offer different levels of care as measured against best practices and essential quality characteristics Therefore, the purpose of the current study was to examine program quality in inclusive and non-inclusive preschool classrooms using observational, interview, and survey data Results showed that inclusive classrooms earned higher scores on an observational measure of global quality and higher scores on an observational measure of language and literacy Results also suggested that teachers with higher levels of education tend to have classrooms of higher

Differences in Child Care Quality for Children With and Without Disabilities

Historically, child care quality research has focused primarily on typically developing children cared for in center-based programs. Findings from this research suggests that variations in quality of care have an effect on children's well-being and developmental outcomes. In this paper, we draw on child care quality research to inform our understanding of quality in early intervention services for infants and toddlers with disabilities and their families. Conceptual issues in defining quality and methodological challenges for assessing quality of early intervention services are presented. In the final sections of this paper, we discuss our efforts to design a measure of quality for early intervention programs and present some of the unresolved issues related to the assessment of quality in early intervention programs.

Defining and Assessing Quality in Early Intervention Programs for Infants and Toddlers with Disabilities and Their Families: Challenges and Unresolved Issues.

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Defining and Assessing Quality in Early Intervention Programs for Infants and Toddlers with Disabilities and Their Families: Challenges and Unresolved Issues.