M. Jeanne Wilcox

Early Language InterventionA Comparison of Classroom and Individual Treatment

This investigation focused on the effectiveness of classroom versus individual interventions in promoting initial lexical acquisition for young preschool children with language delays. Twenty children aged 20–47 months were randomly assigned to individual and classroom-based early intervention programs. Progress was measured in terms of children’s spontaneous and productive use of the target items in treatment and home-based generalization settings at mid- and posttreatment measurement points. Results indicated that use of target words as measured by treatment data was equal for children in the two intervention conditions. Differences were apparent when home generalization data were considered. Children in the classroom intervention condition demonstrated a greater degree of productive use of target words in the home generalization measures than did children in the individual intervention condition. The children also demonstrated differences in use of target words in treatment versus home settings. A fair...

A Review of Evidence on Practices for Teaching Young Children to Use Assistive Technology Devices

Published articles about assistive technology (AT) from 1980 through 2004 were reviewed to identify those that focused on infants and young children. A total of 104 articles about AT with infants and toddlers were identified, and of these, 23 reported practices for teaching switch activation (12), computer use (6), power mobility skills (4), or augmentative and alternative communication (1). A majority of the subjects were children with physical or multiple disabilities. Studies used group, single-subject, and case study reports. Only one study used random assignment to conditions. Across all devices, the primary teaching strategy was opportunity to access and use the device, either independently or with teacher or peer facilitation. For the most part, children learned to use the targeted device and gained competence in device use through practice.

Promoting Imitation in Young Children with Autism: A Comparison of Reciprocal Imitation Training and Video Modeling

The inability to imitate is a salient diagnostic marker for autism. It has been suggested that for children with autism, imitation may be a prerequisite skill that can assist in the development of various skills. Using a multiple baseline design across subjects, the purpose of this research was to determine if two interventions, reciprocal imitation training and video modeling were effective in promoting imitation acquisition in young children with autism. Six boys were matched across various features (i.e., age, language, autism severity) and randomly placed in a treatment condition. Results indicated that all six participants increased their imitation skills to varying degrees in both conditions, and imitation maintained and generalized at higher than baseline levels post treatment.

Adaptation interventions to promote participation in natural settings

Childrens participation in everyday activities and routines in home and community settings is an important focus of services for infants and young children with disabilities. Data indicate that assistive technology (AT) is not widely used nor do early intervention service providers report frequent use of AT devices with infant-toddlers. Adaptation interventions combine environmental accommodations and AT in ways that promote childrens participation in activities and routines and provide functional skill-building learning opportunities. A decision-making process for planning and implementing adaptation interventions is outlined with examples of strategies and formats that service providers can use to create successful interventions for infants and young children.

Making Decisions About Assistive Technology With Infants and Toddlers

The present study examined and contrasted beliefs and decision-making practices concerning the use of assistive technology (AT) with infants and toddlers. Participants were 424 multidisciplinary early intervention providers drawn from across the United States. A majority of professionals disagreed with proposed belief statements about AT with infants and toddlers. Decision-making practices, however, followed the reported trend of underutilization of AT in early intervention in that providers did not generally select AT options until children were older than 24 months. Reported beliefs were not associated with decision-making practices. Future research and training should focus on factors that are likely to influence the decisions that professionals make in practice.

Characteristics of Early Intervention Practitioners and Their Confidence in the Use of Assistive Technology

To understand the role of early intervention (EI) practitioner confidence in the use and application of assistive technology (AT), a 24-item Assistive Technology Confidence Scale (ATCS) was developed and distributed to EI personnel. This article reports on the development and psychometric properties of the ATCS and the relation between scores on the ATCS, years of experience, education, and overall practitioner self-efficacy. Analyses revealed that the ATCS is a reliable measure of AT confidence in three service domains: application and use of AT, AT assessment, and accessing information about AT and AT resources. EI practitioners with more than 10 years of experience were more confident in AT service provision than EI practitioners with less experience. The ATCS was positively related to overall EI practitioner self-efficacy. Implications for the application of the ATCS for EI research and training are discussed.

Caregiver perspectives about assistive technology use with their young children with autism spectrum disorders

The purpose was to examine how caregivers of infants and toddlers with autism spectrum disorder view theirdaily activities/routines and in what way, if any, assistive technology (AT) acts as a support. A total of 134 families who reported their childs disability as autism spectrum disorder/pervasive developmental disordercompleted a survey designed to gain information about activities/routines (eg, bath time, mealtime, etc) andpotential use of AT to support a childs participation in the routine. Frequency counts were utilized todetermine the percentage of caregiver responses in each activity/routine category. Responses to open-ended questionswere examined and coded to supplement the information gained through the forced-choice questions. Results indicatedthat caregivers reported difficulties with all sampled activities/routine. The problem reported most frequently(39.9%) was a childs inability to participate in the routine. Less than half of the caregivers reportedbeing able to find solutions that incorporated the use of AT. Although some caregivers reported using AT, actual useof AT was minimal. In addition, caregivers reported limited support and training on the use of AT. Assistivetechnology has been established as an effective means of providing intervention during daily activities/routines. Research indicates caregivers have large misconceptions about what AT is and receive minimal support from theirearly intervention providers in understanding AT.

Capturing the Complexity of Parent-Provider Relationships in Early Intervention: The Association with Maternal Responsivity and Children's Social-Emotional Development.

This investigation focused on the quality of parent–provider relationships in a Part C early intervention program. An observational coding system was developed as an exploratory tool to describe aspects of the parent–provider relationship over a 1-year period. In particular, we were interested in the extent to which the quality of the parent–provider relationship was related to maternal responsivity and childrens social–emotional functioning. Participants included toddlers with developmental disabilities, aged 11–36 months, their mothers (n = 37), and their early intervention practitioners (n = 29). Observational coding was conducted at 3 intervals, with initial evidence supporting the use of the observational coding system. Composite scores of relationship quality were not significantly associated with parent or child outcomes, but more dynamic measures were. More specifically, attunement between the parent and provider on dimensions such as warmth and positive regard was associated with fewer child-internalizing behaviors. Change in mother behavior over time was related to higher levels of maternal responsivity. Findings are discussed in terms of the importance of examining the dynamic and transactional nature of parent–provider interactions over the course of an intervention.

Teaching alphabetic knowledge to pre-school children with developmental language delay and with typical language development

Alphabetic knowledge is a strong predictor of academic success. This multiple baseline across subjects study examined the effect of an intensive intervention on the alphabetic knowledge offourpre-school children ages 3;7 to 4;10. Two children with developmental language delay (DLD) and two with typical language development (TL) participated in a seven-week intervention target-ing recognition and production of letter names and sounds. Learning varied considerably among children. Higher accuracy was noted in name recognition than production. Teacher and parent reports suggested that this intervention increased children s interest in learning letter names at home and school.

Spanish and early English development in young dual language learners: A preliminary study

Abstract The objective of this study was to describe ongoing Spanish and early English development in young dual language learners (DLLs) in the context of standardized measures and language sample measures. Participants were eight DLLs (M age in months = 44.4) attending preschool. Data were collected at four time points over the school year. Child outcome measures were composite and raw scores on the Clinical Evaluation of Language Fundamentals Preschool-2 (Spanish and English), and language sample measures of lexical and grammatical development. Median standard scores in Spanish at school entry (Time 1) were not substantially different from scores in May (Time 4); however, an increase in verb use was observed. Childrens English receptive, content, and structure standardized and raw scores in May were higher than at school entry. Childrens performance was highly variable across measures and languages. Findings provide a starting point for future research on language development of young Spanish–English DLLs and helpful considerations for speech-language pathologists and educators who assess DLLs.