David Sexton

Predicting child abuse potential across family types

The present study was conducted to explore whether stress, family resources, and social support are correlates of the child abuse potential of mothers, and whether prediction functions differ across families with children with disabilities and families with no children with disabilities. The design and analyses were correlational. Statistically and practically significant relationships were found. Stress in family functioning appears to be an important predictor of child abuse potential, and it is suggested that interventions might be designed to target related features of family functioning.

Program Quality Characteristics in Segregated and Inclusive Early Childhood Settings.

Abstract Program quality characteristics in 58 community-based early childhood settings which were currently serving at least one child with disabilities were examined. Observations of the environment and classrooms practices were conducted in the classrooms and teachers completed questionnaires related to beliefs in and implementation of Developmentally Appropriate Practices (DAP). Results indicated that segregated and inclusive settings were generally similar across measures of program quality and levels of quality were moderately good in both types of settings. Teacher demographic variables were not related to the selected program quality indicators. The similarity in selected quality characteristics may reflect ongoing convergence in practice and quality in early childhood and early childhood special education settings.

Early Intervention Inservice Training Strategies: Perceptions and Suggestions from the Field

This descriptive study examined the inservice training perceptions and suggestions of 242 early childhood service providers in Louisiana. These interventionists indicated that they had primarily or exclusively experienced more passive types of inservice training strategies than active kinds of strategies. Few participants reported having experienced support following training. In general, these interventionists rated passive didactic training techniques, such as lectures, handouts, and lists of resources, as much less likely to result in actual practice changes than dynamic strategies that include observations of teacher modeling, small-group discussions, and opportunities to practice targeted skills.

Evaluating the Psychometric Integrity of Instruments Used in Early Intervention Research: The Battelle Developmental Inventory.

Researchers in early intervention recognize that instruments used to measure child developmental status should yield reliable and valid data. Many test manuals, however, present little empirical evidence regarding psychometric integrity of test scores, especially as regards young children with exceptionalities. We use data on the Battelle Developmental Inventory (BDI) from a sample of young children with disabilities as a heuristic for demonstrating the importance of reliability and validity analyses and to illustrate some of the many plausible analyses that can be employed by researchers.

Maternal versus Professional Estimates of Developmental Status for Young Children with Handicaps: An Ecological Approach.

One of the most hotly debated issues in the assessment of infants and young children with handicaps has been the role of parents in the assessment process. Traditionally, professionals have excluded from consideration parental judgments of child developmental status on the assumption that such data are inflated. The present study compared maternal judgments about the developmental status of their children enrolled in early intervention programs with independently obtained developmental testing data for the 53 children. The results indicated that (a) maternal and professional estimates were highly correlated; (b) mothers systematically provided higher estimates across developmental domains; and (c) child IQ was the most noteworthy predictor of agreement in developmental estimates derived from mothers. Results of this study suggest the need for close family-professional collaboration during the entire intervention process, because the two data sources order children similarly, but parental data result in overestimates of development relative to actual performance data.

Early Interventionists Perspectives of Multicultural Practices with African-American Families

This study examined the multicultural practice perspectives of 170 early interventionists serving African-American children and families in a southern state of the United States, in relation to the requirements of Part H of the Individuals with Disabilities Education Act. Results of the Early Intervention Multicultural Practices Survey indicated that these participants were positive about the multicultural nature of their individual and agency practices. Participants were less favorable, however, in their ratings of systemic support for multicultural practices. Differences were found for multicultural practice perspectives based on reported racial or cultural self-identification. The results support innovative and systematic inservice multicultural training that includes administrators.

Concurrent Validity of the Battelle Developmental Inventory: Relationship with the Bayley Scales in Young Children with Known or Suspected Disabilities

The concurrent validity of the Battelle Developmental Inventory was explored by correlating Battelle results with scores from the Bayley Scales in infants with known or suspected disabilities. Both the pattern and the strength of the obtained correlations lend support to the Battelle as an appropriate measure of development in infants with handicaps. Salient characteristics of the two measures are compared to aid practitioners in making an intelligent choice between these two instruments.

Measurement Integrity of the Family Needs Survey.

The present study investigated the measurement integrity of data collected using the Family Needs Survey (FNS). The data provided by 53 mothers of children with disabilities were subject to both classical test theory analyses and to factor analysis. The areas that the mothers considered “definite” needs were also compared with similar analyses conducted in a previous study. Results suggest that the FNS yields reasonably valid data regarding family needs.

Multisource Assessment of Young Handicapped Children: A Comparison

ciency of direct, repeated measurement: An analysis of cost and accuracy in classification (Research Report No. 104). Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities, 1982. White, 0., & Haring, N. Exceptional teaching: A multi-media training package. Columbus OH: Charles E. Merrill, 1976. DOUGLAS MARSTON is a post doctoral research associate of the Institute for Research on Learning Disabilities, University of Minnesota. GERALD TINDAL is school psychologist for the Pine County Special Education Cooperative, Minnesota, and post doctoral research associate of the Institute for Research on Learning Disabilities, University of Minnesota. STANLEY DENO is Professor, Educational Psychology and Special Education, and Co-Principal Investigator of the Institute for Research on Learning Disabilities, University of Minnesota.

Considerations in Using Written Surveys to Identify Family Strengths and Needs During the IFSP Process

Early interventionists are often required to identify family strengths and needs during the IFSP process as part of the requirements of P.L. 99--457 Part H. However, there is little guidance contained in this legislation about how to collect such information beyond the requirement of a personal interview. The present study investigated the use of two written surveys, the Family Needs Survey and the Family Needs Scale, that purport to identify family needs and one written survey, the Family Functioning Style Scale, that purports to measure family strengths. Subjects were 48 mothers of children enrolled in early intervention programs and 25 providers of early intervention services. Results indicated that slightly over 50% of these mothers preferred to share information via the written survey as opposed to personal interviews. However, demographic variables could not significantly discriminate between the two groups. Overall, mothers tended to rate the three surveys higher than did interventionists when asked about usefulness, usability, and length. Results indicate that early interventionists should provide a variety of means for families to share information about their needs and strengths.