A Polyvagal and Sensory Integration and Processing Approach to Supporting Development in Young Children with Autism

Data for action on early childhood development

Chapter 7 - Treatment of Attentional Problems

Contents: B. Spodek, O.N. Saracho, Introduction: A Researcher's Vade Mecum. Part I: Early Childhood Education and Child Development. K.L. Seifert, Cognitive Development and the Education of Young Children. G.W. Ladd, S.L. Herald, R.K. Andrews, Young Children's Peer Relations and Social Competence. E. Johansson, Children's Morality: Perspectives and Research. S.A. Denham, The Emotional Basis of Learning and Development in Early Childhood Education. D.L. Gallahue, J.C. Ozmun, Motor Development in Young Children. M.A. Runco, The Development of Children's Creativity. Part II: Early Childhood Educational Curriculum. J. Anderson, L. Moffatt, J. Shapiro, Reconceptualizing Language Education in Early Childhood: Socio-Cultural Perspectives. S.E. Hill, S. Nichols, Emergent Literacy: Symbols at Work. R. Rueda, D.B. Yaden, Jr., The Literacy Education of Linguistically and Culturally Diverse Young Children: An Overview of Outcomes, Assessment, and Large-Scale Interventions. A.J. Baroody, M-l. Lai, K.S. Mix, The Development of Young Children's Early Number and Operation Sense and Its Implications for Early Childhood Education. C.M. Thompson, Repositioning the Visual Arts in Early Childhood Education: A Decade of Reconsideration. K. Bradley With M. Szegda, The Dance of Learning. G.F. Welch, The Musical Development and Education of Young Children. R.D. Kavanaugh, Pretend Play. P.G. Ramsey, Early Childhood Multicultural Education. Part III: Foundations of Early Childhood Educational Policy. J.A. Sutterby, J. Frost, Creating Play Environments for Early Childhood: Indoors and Out. R.M. Ryan, R.C. Fauth, J. Brooks-Gunn, Childhood Poverty: Implications for School Readiness and Early Childhood Education. B. Chambers, A.C.K. Cheung, R.E. Slavin, Effective Preschool Programs for Children at Risk of School Failure: A Best-Evidence Synthesis. A-M. Wiese, E.E. Garcia, Educational Policy in the United States Regarding Bilinguals in Early Childhood Education. C. Howes, K. Sanders, Child Care for Young Children. B.H. Fiese, T. Eckert, M. Spagnola, Family Context in Early Childhood: A Look at Practices and Beliefs That Promote Early Learning. M.M. Ostrosky, B.M. Laumann, W-Y. Hsieh, Early Childhood Teachers' Beliefs and Attitudes About Inclusion: What Does the Research Tell Us? O.N. Saracho, B. Spodek, Preschool Teachers' Professional Development. Part IV: Research and Evaluation Strategies for Early Childhood Education. D.F. Gullo, Alternative Means of Assessing Children's Learning in Early Childhood Classrooms. R. Lambert, M. Abbott-Shim, A. Sibley, Evaluating the Quality of Early Childhood Educational Settings. J. Pelletier, C. Corter, Integration, Innovation, and Evaluation in School-Based Early Childhood Services. J.A. Hatch, G. Barclay-McLaughlin, Qualitative Research: Paradigms and Possibilities. C.D. Thornton, L.S. Goldstein, Feminist Issues in Early Childhood Scholarship. S. Grieshaber, S. Ryan, Beyond Certainties: Postmodern Perspectives, Research, and the Education of Young Children. J.L. Roopnarine, A. Metindogan, Early Childhood Education Research in Cross-National Perspective. B.S.F. Hinitz, Historical Research in Early Childhood Education.

This study was planned to investigate the effects of mathematical games with motion on young children's development. The study was performed to compose mathematical games with motion and just mathematical games for young children. The games were set up to be executed 16 times for 8 weeks. The results of this study were as follows: Mathematical games with motion had a significant effect on young children's mathematical problem-solving ability. Mathematical games with motion had a significant effect in every category on young children's ability for motion competence and mathematical games with motion had a significant effect on young children's socio-emotional development. There were significant differences between the control group and the experimental group except for the independence from teachers and peer interaction. Mathematical games with motion had a significant effect on young children's language ability.

No AccessJournal of Speech and Hearing DisordersLetters to the Editor1 Nov 1988Reply to "Questions about Oropharyngeal Motor Development in Young Children" JoAnne Robbins, and Thomas Klee JoAnne Robbins University of Wisconsin-Madison Google Scholar More articles by this author and Thomas Klee Vanderbilt University, Nashville, TN Google Scholar More articles by this author https://doi.org/10.1044/jshd.5304.485 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Additional Resources FiguresReferencesRelatedDetails Volume 53Issue 4November 1988Pages: 485-486 Get Permissions Add to your Mendeley library HistoryReceived: Apr 20, 1988Accepted: May 10, 1988 Published in issue: Nov 1, 1988 Metrics Topicsasha-topicsCopyright & PermissionsCopyright © 1988 American Speech-Language-Hearing AssociationPDF DownloadLoading ...

This study compared the effects of occupational therapy, using a sensory integration (SI) approach and a control intervention of tabletop activities, on the frequency of self-stimulating behaviors in seven children 8-19 years of age with pervasive developmental delay and mental retardation. Daily 15-min videotape segments of the subjects were recorded before, immediately after, and 1 hour after either SI or control interventions performed during alternating weeks for 4 weeks. Each 15-min video segment was evaluated by investigators to determine the frequency of self-stimulating behaviors. The results indicate that self-stimulating behaviors were significantly reduced by 11% one hour after SI intervention in comparison with the tabletop activity intervention (p = 0.02). There was no change immediately following SI or tabletop interventions. Daily ratings of self-stimulating behavior frequency by classroom teachers using a 5-point scale correlated significantly with the frequency counts taken by the investigators (r = 0.32, p < 0.001). These results suggest that the sensory integration approach is effective in reducing self-stimulating behaviors, which interfere with the ability to participate in more functional activities.

This study was intended to assess the effect of intensive health care plus vitamin D administration on the growth, development, and nutritional status of young children. Totally, 131 young children who were admitted to Shiyan Maternal and Child Health Care Hospital from January 2020 to January 2021 were included and assigned via the random number table method at a ratio of 1 : 1 : 1 to receive either vitamin D administration (vitamin D group, n = 42), intensive health care (IHC) (IHC group, n = 44), or vitamin D administration plus intensive health care (combination group, n = 45). All children received a normal diet and routine care. After the intervention, all children showed robust improvement in their height, weight, neuropsychological development, and nutritional status, in which the combination therapy was associated with better outcomes in terms of physical development, neuropsychological development, and nutritional status, and a higher serum 25-hydroxyvitamin D3 (25-(OH)D3) level of the children versus monotherapy. Children receiving combined therapy had a significantly lower incidence of nutritional disorders than those receiving single therapy. Intensive health care plus vitamin D benefits the growth and development of young children and reduces the incidence of nutritional disorders in children.

The Early Investments Policy Initiative team presented findings from a systematic review of the literature regarding practices to promote young children's emotional competencies at the American Educational Research Association conference in New York City on April 13, 2018. Expectations for young children's emotional competencies are part of the social and emotional learning (SEL) standards that all 50 states have adopted, including Illinois Early Learning and Development Standards that expect children to understand and effectively communicate emotions and express them in situationally-appropriate ways. As in many other states, Illinois teachers must align their curricula and assessments to these standards as part of the state's Excelerate system, which assigns medal levels (licensed, bronze, silver, gold) to all licensed centers and its Preschool for All funding focused on helping all young children be ready for school.The evidence base for specific teaching practices to support these standards is thin, according to a key finding from Building the Evidence Base for Social-Emotional Teaching Practices in Early Childhood by IGPA faculty member Rachel Gordon, IGPA visiting scholar Katherine Zinsser, and UIC graduate student Xue Jiang.The authors systematically identified published studies that had examined such practices and their relationship to children's emotion knowledge, expression and management. They found just 29 U.S. based studies focused on these topics. Applying state-of-the-art meta-analysis procedures to these studies' results revealed a small overall effect (in scientific terms, a standard deviation increase in practices was associated with less than a tenth of a standard deviation difference in emotional competencies). The studies also had important limitations, such as being based on small convenience samples, primarily including non-Hispanic White middle-class children, and using designs that identified correlational rather than causal associations. The studies were also limited in how they measured practices and competencies, with studies of different competencies tending to rely on different strategies with varying limitations (e.g., direct assessments versus parent or teacher reports).Studies of two SEL curricula had a moderate-sized effect (about two-fifths of a standard deviation in size), but these studies were also limited, being authored by curricular developers, sometimes having teachers rate children's competencies, and intervening to raise children's social as well as emotional development. The authors conclude that more and better designed studies are needed in order to determine practices that support young children's developing emotional competencies. Such work should be a high priority given teachers need support in knowing how to address state standards in these specific areas. One effort currently underway, for instance, is the EMOTERS project, a $1.4 million effort funded by the Institute of Education Sciences in which members of the IGPA Early Investments Project team (and collaborators from George Mason University) are developing a new measure of teachers' supports for young children's emotional development.

Occupational therapy using an Ayres Sensory Integration® (ASI) approach is a common intervention that has not been extensively studied in children with idiopathic sensory processing and integration challenges (e.g., without a diagnosis of autism). To test the effectiveness of ASI using measures related to motor coordination and functional performance in children with a sensory-based motor disorder (SBMD). Nonconcurrent, multiple baseline, single subject. Outpatient clinic that was part of a children's hospital in an urban setting. Three boys (ages 5-8 yr) with an SBMD. Each participant received ASI 3 times per week for 10 wk. Outcomes and Measures: Three motor probes were measured weekly. Pre- and posttest assessments included goal attainment scaling (GAS) and the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition (BOT-2). All 3 participants showed improvements in motor probes during the intervention period on the basis of a 2 SD band method of analysis. Statistically significant improvements were noted across GAS goals, and positive changes were found on the BOT-2, with large effect sizes. Findings suggest improved motor performance and high goal achievement using ASI for children with idiopathic sensory processing and integration challenges. What This Article Adds: This study adds to a body of literature suggesting that ASI is effective in increasing functional performance in children with sensory processing and integration challenges. Future studies using multiple baseline designs are feasible in the clinic setting and can help build the evidence base for ASI.

The treatment of children with speech and language disorders is normally carried out by speech therapists but, due to the fact that they also present with a variety of perceptual-motor problems, an occupational therapist may be involved in the treatment. Recent research from the USA suggests that occupational therapy, using a sensory integrative (SI) approach, can have a direct, beneficial effect on speech and language development. In some cases, the child may initially benefit more from occupational therapy than from speech therapy. This article examines the theoretical implications of using an SI approach to treatment, with particular emphasis being given to vestibular stimulation. It is, primarily, intended to be a literature review in preparation for a research project currently being carried out by the author

Date Presented 04/02/2022 Children experiencing challenges with sensory processing and integration often receive OT services to improve functional performance. However, information about the long-term effectiveness of OT intervention for children with sensory challenges is limited. The purpose of this study was to explore whether children were able to maintain improvements after OT services ended and to understand parent perspectives of OT using a sensory integration approach. Primary Author and Speaker: Victoria Ann McQuiddy Additional Authors and Speakers: Marissa Hosp, Sabella Smith, Madison Vines, Hannah Osterfeld Contributing Authors: Angela Bates, Shannon Teeters, Sara Ruth Strain-Riggs, Aurora Hoobler, Anna R. Ramstetter

This chapter explores the important role that stories play in young children's lives including the many benefits the act of storytelling has on learning and development for indigenous children in particular. It describes the concept that for indigenous communities, stories are a crucial part of cultural continuity and heritage. The chapter argues that storytelling should be a privileged pedagogical choice of teachers in schools for indigenous students. It discusses how planning learning and teaching around stories has many benefits for young children but is particularly important for young indigenous children. While stories are important for all age groups, many have noted its critical importance for young children's development, cultural understanding and finding their place in the world. Stories and storytelling have been an age old tradition across communities and cultures. Stories act as a vehicle by which cultural practices and traditions are maintained over time but also equally important for young children's development.

Understanding the complexity of young children's learning and development in science: A twofold methodological model building on constructivist and cultural-historical strengths

Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland

(2010). Ecap Report: Typical and Atypical Motor Development in Young Children. Childhood Education: Vol. 86, No. 3, pp. 200-202.