Services For Young Children Research Articles

Using Claims Data to Map Unmet Service Needs for Early Childhood Developmental Disabilities in Virginia.

Developmental disabilities (DD) affect over 10% of children 0 to 5 years of age, and early interventions are known to improve outcomes, yet barriers remain in connecting children to these services. To identify gaps in services for young children with DD and established risk conditions in Virginia. Data from the 2018 Virginia All Payers Claim Database and the American Community Survey were used to estimate the proportion of children with DD, and among those children, the proportion that received at least one intervention service. Logistic and binomial regression models were used to examine the socio-demographic associations with having developmental needs met, at the individual and zip code tabulation (ZCTA) level. Approximately 12% of children 0 to 5 years were found to have DD or established risk condition diagnosis, and only 54% of these received intervention services during that year. Individual-level analyses suggest that odds of having developmental needs met are higher among older children, boys, and children with public insurance. ZCTA-level analyses suggested higher odds of developmental needs being met in areas with higher levels of unemployment, while areas with high proportions of people with limited English proficiency and a high school education or less had lower odds of having needs met. Receiving early childhood developmental services in Virginia is associated with having public insurance and living in an area with higher levels of unemployment, higher education, and English-proficiency. Efforts are needed to improve delivery of services overall, specifically targeted to those areas with high levels of unmet need.

Evaluation of the effectiveness of early intervention methods in newborns who have suffered hypoxic-ischemic CNS damage

Timely diagnosis of cerebral disorders both in the prenatal period and in the early neonatal period, as well as early rehabilitation treatment is the basis for the prevention of childhood disability. To this end, the so-called Early Intervention System is being introduced in Ukraine. The effectiveness of early intervention techniques directly depends on timely diagnosis and correctly chosen intervention tactics. Given the high neuroplasticity of the developing brain, it is advisable to start the elements of neurodevelopmental therapy from infancy. The aim of the work is to evaluate the effectiveness of methods of early intervention in children of the first 3 months of life who have suffered hypoxic-ischemic CNS damage in the neonatal period, by assessing the main indicators of psycho-motor development. 101 children who were treated in the neonatal pathology department due to hypoxic-ischemic CNS damage and did not have concomitant somatic pathology were examined. The children were in the ward for rehabilitation. To assess the effectiveness of comprehensive rehabilitation in young children, it is advisable to use adapted for Ukraine scale of Munich functional developmental diagnostics, which allows to assess the child's development in all major areas, its harmony and effectiveness of rehabilitation measures during the first 3 years of life. Statistical processing of the obtained results should be performed in the license package "Statistica 6.1 for Windows". Timely diagnosis of cerebral disorders both in the prenatal period and in the early neonatal period, as well as early rehabilitation treatment is the basis for the prevention of childhood disability. Given the high neuroplasticity of the developing brain, it is advisable to start the elements of neurodevelopmental therapy from infancy. The effectiveness of the methods recommended for use depends on timely diagnosis and correctly chosen intervention tactics. Assessment of the effectiveness of care for children at risk of deviant psychomotor development should be based on the application of the criteria and scales recommended by international expert groups, which are adapted in our country. Signs of full-fledged early intervention in the region are: perinatal diagnosis of congenital pathology, timely provision of medical and rehabilitation, social and special pedagogical services to children aged 0 to 3 years and their families. In order to achieve the set goals, in our opinion, the priority measures should be steps to implement the national protocol for care for children with perinatal CNS injuries, approval and implementation in Ukraine of the modern International Classification of Functioning, Life and Health Restrictions, providing medical care, rehabilitation and social services for young children.

Early childhood inclusion in the land of the long white cloud: a way forward for New Zealand

To examine the current status of early childhood inclusive education in New Zealand, this article highlights the country's overall structure of inclusive education and other services for individuals with special needs. The unique features of early childhood special education services are also highlighted. Challenges to enhance the quality of education and services for young children with special needs, as well as future possibilities in New Zealand, are also discussed.

Exploring participation in family and recreational activities among children with cerebral palsy during early childhood: how does it relate to motor function and parental empowerment?

Purpose To explore participation in real-life activities during early childhood, compare children’s participation based on motor function and investigate relationships between participation and parental empowerment. Methods Data derived from the Cerebral Palsy Follow-up Program (CPOP) in Norway and the research registry Habilitation Trajectories, Interventions, and Services for Young Children with CP (CPHAB). Fifty-six children (12–56 months, GMFCS levels I–IV, MACS levels I–V) and their families were included. Frequency and enjoyment of participation were assessed by the Child Engagement in Daily Life Questionnaire and parental empowerment in family and service situations by the Family Empowerment Scale at least twice during the preschool years. Differences between groups based on motor function were explored by the Kruskal–Wallis tests. A linear mixed model was conducted to explore relationships between child participation and parental empowerment. Results Similarities and differences in participation between children at different motor function levels varied between the activities explored. Fluctuations in frequency and stable enjoyment scores over time were most common. A statistically significant relationship was revealed between child participation and parental empowerment in family situations, but not in service situations. Conclusions Child participation appears as context-dependent and complexly influenced by both motor function and parental empowerment. This supports a focus on transactional processes when exploring and promoting child participation. Implications for Rehabilitation Family and recreational activities represent real-life contexts providing opportunities for interactions and experiences supporting development and learning. Children with CP appreciate a wide range of activities in the home and community, which emphasizes the importance of providing opportunities for such participation in order to fulfill their desires and interests. Child participation appears as complexly influenced by the unique activity setting, motor function and characteristics of the family environment, requiring attention to transactional processes when aiming to explore and promote participation.

Autism Spectrum Disorder Identification, Diagnosis, and Navigation of Services: Learning From the Voices of Caregivers

This study explored caregivers’ perspectives on facilitators and barriers to screening, diagnosis, and identifying and accessing other services for young children with autism spectrum disorder (ASD); and caregivers’ suggestions for improving the process. Eight focus groups with 55 caregivers were conducted. Four groups had a mix of White, African American, and Asian caregivers, and to gain broader populations, we recruited two groups of Spanish-speaking and two groups of American Indian caregivers. Some caregivers reported that their child and they received excellent services; however, the majority reported concerns about the services they and their child received. The findings also indicated a lower age of diagnosis and a smaller gap between concerns and diagnosis for White non-Hispanic children compared with Hispanic non-White children. Caregivers had many suggestions for ways to improve the process.

Early Intervention Services for Young Children with Down Syndrome and Their Families: Recent Trends in the World and Turkey

Early Intervention Services for Young Children with Down Syndrome and Their Families: Recent Trends in the World and Turkey

Early Intervention Services for Young Children with Down Syndrome and Their Families: Recent Trends in the World and Turkey

Early Intervention Services for Young Children with Down Syndrome and Their Families: Recent Trends in the World and Turkey

Services for young children with disabilities in China’s rural area: a case study

Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration. Design/methodology/approach The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme. Findings The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals. Research limitations/implications The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas. Practical implications The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration. Originality/value There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.

The Shape of Things to Come and what to do about Tom and Mia: Interrogating the OECD’s International Early Learning and Child Well-Being Study from an anti-colonialist perspective

In this article, I discuss the International Early Learning and Child Well-being Study (IELS), which is currently being rolled out by the Organisation for Economic Co-operation and Development. I summarise the development of IELS and the critique that has been voiced by early childhood scholars, professionals and advocates. I then move to an aspect of IELS that has so far been absent from the discussion: the actual conduct of the test, using the two stylised child characters Tom and Mia. I provide a provisional reading of the Tom and Mia imaginary through the lens of post-colonial and neo-colonial analysis. Applying the concept of colonisation as a frame of reference opens a space for introducing resistance and anti-colonial practices as productive forces to challenge the global hegemony. I draw on Pedro Sotolongo’s concept of the power of marginal notions to argue that experiences made on the margins of society, both geographically and socially, offer very practical alternatives to reconceptualising early childhood education, and services for young children, families and communities.

Jocelin: a best-case scenario for a young child with disabilities who experienced abuse?

ABSTRACTCross-system collaborations are central to the provision of services for young children with disabilities who have experienced abuse. While multiple position papers and policy briefs emphasize and encourage these cross-system collaborations between the Early Intervention and Child Welfare systems, very limited empirical research has examined these collaborations. This intrinsic case study examines Jocelin, a young child who experienced abuse, her family, and the EI and CW professionals who support her and her family. We share three case study ‘patches’ to examine the approach to, as well as the quality and quantity of EI and CW services provided to Jocelin and her family. Implications for future research are discussed.

Early intervention for infants and toddlers: Applications for pediatric oncology.

Young children (<3 years) with cancer are at risk for delays in development due to their disease and its required treatments and restrictions. In the United States, Part C of the Individuals with Disabilities Education Act describes a system of early intervention (EI) services for young children with delays or the potential for delays in development. Children with cancer may be eligible for EI but are rarely referred. Our objectives are to describe the critical impact of early childhood development on long-term outcomes, review current considerations for EI, and advocate for the referral to EI for young children with cancer.

The role of occupational therapy in promoting playfulness, parent competence, and social participation in early childhood playgroups: A pretest posttest design

ABSTRACTThis study examined the effects of an inclusive, community-based playgroup intervention on parent and child outcomes. The role of occupational therapy as part of a team of providers in early childhood was also explored. Caregiver-child dyads (n = 36) were enrolled in one of three playgroup conditions (control, occupational therapy support, and occupational therapy led) across four community locations. Outcomes at pre-post 6-week playgroup determined child playfulness, play participation, parent competence, and social participation. Participation in playgroup increased child playfulness (p = 0.029, n2 = 0.140) across all conditions. The main effect comparing the three types of playgroup intervention was also significant (p = .023, n2 = .255), suggesting further research to determine specific factors that can enhance playgroup effectiveness. There were no significant effects on parent competence, play participation, or social participation of the groups. The occupational therapy provider can develop, implement, and/or support other early childhood providers to include effective playgroups as part of a comprehensive and coordinated system of services for young children and their families.

Access and delivery of formal support to young children with developmental delay in Sweden

This article provides a review and discussion of formal support in Sweden for young children up to 6 years of age with developmental delay and in need of special support. Some of these children may receive a diagnosis of mild intellectual disability during their school years. The nature of Swedish support services, the pathways to access the various types of support, and the delivery of formal support services have been reviewed. The utilisation of formal support, expectations in relation to responsibilities of parents or guardians, and the transition of children into the school system are also discussed. The developmental systems approach was used to frame the discussion. Access to formal support services for young children is not easy. Formal identification and formal eligibility decisions do not necessarily equate to formal service utilisation. Factors important to the provision of formal support include Swedish laws and regulations; the knowledge and attitudes of social service officers, and the guidelines within which they work; the competence of teachers; and parental knowledge and skills. Obtaining support seems heavily dependent on a child's relationships with key facilitators, and their experience and expertise.

Knowledge and Beliefs of Early Childhood Education Students at Different Levels of Professional Preparation

The expansion of early childhood education programming has heightened the focus on teachers’ educational preparation and its role in providing high-quality services for young children. The interest in teachers’ education is especially relevant in early childhood since differentiated levels of preparation are commonly used in quality rating and improvement systems (QRIS) as a variable to distinguish differences in quality among programs. Levels of formal education are also used by early childhood programs for the hiring, placement, training, and promotion of teachers. Since little research has been conducted on early childhood students at different levels of professional preparation, the purpose of this study was to investigate the knowledge and beliefs of early childhood students at four levels of professional preparation commonly used in QRIS and early childhood teacher career ladders: 1) students working toward a Child Development Associate (CDA) credential; 2) students working on an associate’s degree in early childhood; 3) students working on a bachelor’s degree in early childhood education; and 4) graduates with a bachelor’s degree in early childhood education. Results indicate students at higher levels of education had more knowledge of child development, higher levels of self-esteem, more realistic expectations of children, and increased empathy for children.

Who is Here for Me: Substitute Child Care in Singapore

To describe the current status of substitute care services for young children in Singapore, this article highlights the country’s overall structure of the existing alternate care service system, cultural and societal perspectives about early childhood care and education, and unique features of the service delivery system. Challenges to enhance the quality of substitute child care services and future possibilities in Singapore are also discussed.

Vital voices for vital years in Singapore: one country's advocacy for change in the early years sector

Early childhood education and care (ECEC) has become a national priority in many countries. Governments across Europe and the Asia-Pacific region have placed considerable emphasis on the development of policy documents and national initiatives to improve the quality of services for young children and families. This paper presents findings from a study undertaken in Singapore to explore the perceptions of leading professionals on issues facing the early childhood sector and to gain their thoughts on how the quality of services and provision can be improved. Informed by a participatory methodological approach, the paper raises more questions than answers and highlights areas of concern to practitioners and stake holders including quality, access and role of government and governance in promoting the early years sector.

From institutional care to family support: development of an effective early intervention network in the Nizhny Novgorod Region, Russian Federation, to support family care for children at risk for institutionalization.

Despite efforts of the government to reform child protection, Russia continues to rely on institutional care due to the lack of support services for families in crisis, children with disabilities, and foster and adoptive parents.The project goal was to establish a replicable professional model that would direct the child welfare system in the Nizhny Novgorod Region away from institutional care and toward services for young children and their families that reduce the risk of institutionalization. The program was carried out over a 3-year period through a public-private partnership, which included the Ministries of Social Policy and Health of the Nizhny Novgorod Region, Firefly, and KPMG with partial funding by the United States Agency for International Development (USAID). Participation of professionals was excellent, attitudinal changes were extensive, and there were significant improvements in the understanding and utilization of early intervention concepts. The number of visits to program sites increased from essentially none to almost 1,000/month during the course of the project. Difficulties employing standardized child-based measures of success and developing ministry data-collection systems were encountered. Changes within the child welfare system in Russia are possible, but require a knowledgeable and adequately funded and supported program within regions receptive to change.

Integration of Child Care and Education in Canada: A Comparison with Sweden, New Zealand, England and Wales

StartingStrong (2001) andStartingStrongII (2006), the OECD Reports on early childhood education services in 20 countries, emphasized the need for governments to take steps to integrate early childhood education and care services: child care and kindergarten in particular. Integration has become a policy agenda that would meld the best of both worlds. It would increase the amount and quality of resources that are dedicated to out-of-home services for young children before school, ensure that these services are universally accessible as a right, and of low cost to parents, with stable employment for well-qualified staff able to implement a flexible, well-designed, play-based curriculum. In most countries with integrated systems, this has occurred under the aegis of education authorities, making it more likely that providers will be either public or not-for-profit agencies, dedicated to continual improvement in serving the interests of children rather than the objective of private gain. This paper compares Canadian developments in integration to those in Sweden, New Zealand, England and Wales. Context and history make the issues of integration somewhat different in Canada than in these countries. Overall, integration of early childhood education and care services in Canada is less developed than in Europe, but this paper reviews some promising recent reforms. In particular, the language of integration has been adopted widely by advocates, bureaucrats and some policy makers in Canada and a number of provinces have moved the administration and policy-making functions of child care services into the education ministry. However, Quebec’s low-fee child care reforms are built upon a traditional split system of services. Ontario’s reforms of services for 4- and 5-year olds are very important, but partial. Prince Edward Island has planned a more fully integrated new early education system, but the transition has only recently begun. This paper analyses context, history and political factors that have shaped Canada’s experiences of integration until now.

Assessment Practices and Training Needs of Early Childhood Professionals

Assessment plays a critical role in the planning and delivery of quality services for young children and their families. The purpose of this study was to identify the current assessment practices and training needs of early childhood professionals. A large sample of early childhood professionals responded to a comprehensive survey. The most frequently used standardized tools and nonstandardized procedures, the functions of assessment, the training needs of professionals, challenges related to assessment, and recommendations for professional preparation programs are reported.

Autism Research and Services for Young Children: History, Progress and Challenges

For three decades after Leo Kanner's first clinical description, research progress in understanding and treating autism was minimal but since the late 1960s the growth of autism discoveries has been exponential, with a remarkable number of new findings published over the past two decades, in particular. These advances were made possible first by the discovery and dissemination of early intensive behavioural intervention (EIBI) for young children with autism that created the impetus for earlier accurate diagnosis. Other factors influencing the rapid growth in autism research were the first accepted diagnostic test for autism, the Autism Diagnostic Interview and Observation Schedule (ADI and ADOS). Developments in brain imaging and genetic technology combined to create a fuller understanding of the heterogeneity of autism, its multiple aetiologies, very early onset and course, and strategies for treatment. For a significant proportion of children with autism, it appears EIBI may be capable of promoting brain connectivity in specific cerebral areas, which is one of autism's underlying challenges. Disagreements about the most appropriate early intervention approach between developmental and behavioural psychologists have been unproductive and not contributed to advancing the field. Naturalistic behavioural and structured discrete trial methods are being integrated with developmental strategies with promising outcomes. Over these past 30years, young people with autism have gone from receiving essentially no proactive treatment, resulting in lives languishing in institutions, to today, when half of children receiving EIBI treatment subsequently participate in regular classrooms alongside their peers. The future has entirely changed for young people with autism. Autism has become an eminently treatable condition. The time is overdue to set aside philosophical quarrels regarding theories of child development and apply what we know for the benefit of children with autism and their families.