Introduction: This paper provides a report of social validity and its usefulness in understanding study effects. Social validity data were drawn from a larger single-case study designed to investigate the effectiveness of the Matrix Approach in the practice of early intervention visual impairment professionals. Methods: Qualitative measures were…

Natural disasters create immense challenges for young children by exposing them to a high degree of adversity. Interventions designed to build resilience in the aftermath of a natural disaster may help buffer the negative consequences of these adverse experiences. In this article, we report the results of our quasi-experimental evaluations of two…

Reading, writing, and communicating, also known as literacy, are important cognitive skills to teach within society. Early literacy is knowledge about reading and writing before actually being able to read and write and is the foundation to future reading and writing skills (Ghoting & Martin-Diaz, 2006). The role of families in developing early…

Using data from the National Early Head Start (EHS) Research and Evaluation Project (N = 1851), the current study examined relations among cumulative family and social risk, assessed during infancy and the preschool years, and children's prekindergarten achievement, self-regulatory skills, and problematic social behavior, testing if these…

What are the characteristics of programs that have the greatest likelihood of success in promoting the development of very young children at risk? This brief review of research offers insights for policy makers and early childhood educators alike. The United States is fortunate to have well-designed early educational intervention programs that may…

In late 2005, individuals from across the country traveled to attend the national Office of Special Education Conference on Early Childhood in Washington, DC. Connected by networking at the conference, a group of parents with children with special needs left committed to collaboratively formulate a plan to create a family-centered and…

Maternal perceptions of their infants' health and developmental problems were explored in interviews with six mothers of disabled infants ages 3-24 months. Among four prominent themes identified were that mothers desired to be treated as credible sources of information and to be involved in the diagnostic and treatment process. (Author/JW)

The Mama Lere Parent-Infant Training Program (Nashville, Tennessee) which serves hearing- and speech-impaired children focuses on family involvement and an intervention plan which includes four service delivery components: facilitation of child communicative competence; educational advocacy and team decision making; information exchange; and…

Discusses the development and philosophy of parent-infant education programs provided by Washington State community colleges and vocational technical schools consisting of parent-participation classes and cooperative preschools for 10,000 families. Describes program at Seattle Community College. (BF/JH)

A literature review of seven articles published from 1980 to 1996 on the effects of parental participation in the intervention program for children with cerebral palsy found that most of the studies reported positive results, especially for child-related outcomes. Effects on parents were related to parental involvement in goal setting. (Author/CR)

Suggests eight questions that can serve as a framework for determining the extent to which early intervention has accomplished the goals inherent in a family-centered approach. Conceptual issues and methodological considerations associated with documenting these outcomes are presented and recommendations regarding implementation and future…

Five full-term and five preterm children with blindness (age 12 months) were visited at home with their families every two weeks for two years. An individualized, disability-specific early intervention that used different types of parent involvement was successful in accelerating development of the full-term infants, particularly in orientation…

This article discusses the importance of using a family-centered approach in early childhood intervention and practices that integrate child assessment within the context of the family. Strategies for developing an integrated approach within the different components of the assessment process are described. Principles for assessments with family…

Described are the provisions of U.S. Public Law 99-457 (Education of the Handicapped Act Amendments, 1986), which authorizes early intervention services for handicapped infants, toddlers, and preschoolers and their families. Specific components of the law are detailed, followed by implications for families, service providers, and early childhood…

This paper presents the requirements for family participation on multidisciplinary teams under Public Law 99-457, reviews literature on family participation on teams working with handicapped children, identifies factors that influence team functioning, and suggests how team members can facilitate family involvement. (Author/JDD)