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Do Variations in Service Delivery Models Influence Parents' Perspectives in the Early Intervention Program?
Title
Do Variations in Service Delivery Models Influence Parents' Perspectives in the Early Intervention Program?.
Creator
Weiszhaupt, Andrasne, Levin, Judith, Macy, Marisa, Ehrli, Hannah, University of Central Florida
Abstract / Description
This study has multiple purposes. The first purpose is to investigate whether variations in the Early Intervention (EI) service delivery model influence parents' perceptions of the quality of their EI services. The second purpose is to compare parents' satisfaction level with the early intervention program in the selected counties from Pennsylvania and Florida. The third purpose is to reveal whether families' residency determines the level of access to services. The study subjects were...
Show moreThis study has multiple purposes. The first purpose is to investigate whether variations in the Early Intervention (EI) service delivery model influence parents' perceptions of the quality of their EI services. The second purpose is to compare parents' satisfaction level with the early intervention program in the selected counties from Pennsylvania and Florida. The third purpose is to reveal whether families' residency determines the level of access to services. The study subjects were parents and caregivers whose children received services through the Part C early intervention program between January 2013 and January 2017. The targeted population for the study were residents living in Florida and Pennsylvania. Participants were selected from three counties in Florida, and three counties in Pennsylvania. The result of this study revealed that parents' satisfaction level was higher in a state where families had access to multiple services, sessions were provided more than once a week, and the services were provided across disciplines. In addition, the results indicated that parents' level of satisfaction was influenced by the quantity of the provided services, and families residing in Pennsylvania had better access to services than did a comparative group of families in Florida.
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Date Issued
2018
Identifier
CFE0007263, ucf:52179
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007263
EFFECT OF COLLABORATIVE PLANNING FOR AN ACTIVITY-BASED APPROACH TO EARLY INTERVENTION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS ACROSS SCHOOL AND HOME ENVIRONMENTS
Title
EFFECT OF COLLABORATIVE PLANNING FOR AN ACTIVITY-BASED APPROACH TO EARLY INTERVENTION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS ACROSS SCHOOL AND HOME ENVIRONMENTS.
Creator
Salazar, Marisa, Cross, Lee, University of Central Florida
Abstract / Description
As the prevalence of autism spectrum disorders (ASD) continues to rise, families and educators are challenged with providing intensive, evidence-based practices in the least restrictive environment. Evidence exists for a variety of effective intervention approaches. Selection of appropriate interventions requires consideration of the individual needs of the child and family. An activity-based approach to early intervention combines strategies from a variety of evidence-based practices and...
Show moreAs the prevalence of autism spectrum disorders (ASD) continues to rise, families and educators are challenged with providing intensive, evidence-based practices in the least restrictive environment. Evidence exists for a variety of effective intervention approaches. Selection of appropriate interventions requires consideration of the individual needs of the child and family. An activity-based approach to early intervention combines strategies from a variety of evidence-based practices and allows for intensity of instruction through distributed opportunities for practice. Brief teaching interactions are elicited within the context of typical routines and activities throughout the day. Thus, intervention can be provided in inclusive classroom settings as well as at home, without disrupting the ongoing activities and routines. The purpose of the study was to determine the effects of collaborative planning for an activity- based approach to early intervention for children with ASD across school and home settings. Dependent measures included the combined rate of learning opportunities delivered by the teacher and parent across settings as well as the combined rate of the child's correct demonstrations for an Individualized Education Plan (IEP) goal. Teacher and parent perceptions of the value and effectiveness of collaborative planning for an activity-based approach to early intervention were also assessed using pre- and post-survey responses as well as information from a final interview. Participants were a preschool-aged boy with ASD, his mother, and his preschool teacher. A single subject, multiple-probe design was selected to analyze the effect of collaborative planning for an activity-based approach to intervention for a young child with ASD across school and home settings. The teacher and parent selected three matched routines that typically occur both at school and at home as the context for embedding activity-based learning opportunities to iii address a selected IEP goal. Results indicated that following collaborative planning meetings for each of the routines, there was both an increase in the collective learning opportunities delivered at school and at home, as well as a simultaneous increase in child outcomes for the targeted IEP objective in both settings. Responses from the teacher and parent pre- and post-surveys and final interviews provided social validation for the ease and practicality of collaborative planning for activity-based intervention. Both the teacher and parent felt confident in supporting the child's IEP goal within the context of typical daily routines. The teacher also expressed that the collaborative planning helped her to really focus on the child's individualized goal. Furthermore, both the teacher and the parent affirmed the intervention's potential for generalization. Collaborative planning to embed children's goals within the context of typical routines both at school and at home allowed for a collective increase in learning opportunities and related child performance on an individualized goal that may not have otherwise been possible. By including the parent as an active an equal decision maker in the educational planning process, intervention at school was enhanced and carried over into the home. The use of collaborative planning for activity-based intervention with both the teacher and the parent strengthened the power of instruction for an IEP goal by providing multiple and varied learning opportunities throughout the day and across settings, ultimately increasing child outcomes.
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Date Issued
2011
Identifier
CFE0003892, ucf:48717
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003892
EXAMINING THE PERCEPTIVE ROLES OF A SCHOOL PSYCHOLOGIST IN COLLABORATION WITH EARLY EDUCATORS
Title
EXAMINING THE PERCEPTIVE ROLES OF A SCHOOL PSYCHOLOGIST IN COLLABORATION WITH EARLY EDUCATORS.
Creator
Cohn, Monique, Jennings-Towle, Kelly, University of Central Florida
Abstract / Description
The collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all...
Show moreThe collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all children" contributes to systems integration among schools and early childhood programs (Bagnato, 2006). This study is important to further examine the roles of current school psychologists and to study their collaborative work with early intervention. Early childhood intervention is defined as the provision of educational, family, health and/or social services during any of the first eight years of life to children who are at risk of poor outcomes because they face socio-environmental disadvantages or have developmental disabilities (Reynolds, 2004). Federal law acknowledges the importance and need for early intervention as The Economic Opportunity and Community Partnership Act of 1974 and subsequent amendments to the law required Head Start programs in each state to serve a minimum of 10% children with disabilities (Hooper & Umansky, 2004). When children are not meeting milestones, early intervention increases the likelihood of success and a more positive later outcome.
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Date Issued
2016
Identifier
CFH2000070, ucf:45561
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000070
THE EFFECT OF PRE-K EARLY INTERVENTION DURATION ON ACADEMIC ACHIEVEMENT AND SOCIALIZATION OPPORTUNITIES OF 3RD GRADE STUDENTS WHO WERE ELIGIBLE FOR SPECIAL EDUCATION SERVICES AT AGES 3 TO 5: AN EXPLORATORY STUDY OF CHILDREN WITH DEVELOPMENTAL DELAYS
Title
THE EFFECT OF PRE-K EARLY INTERVENTION DURATION ON ACADEMIC ACHIEVEMENT AND SOCIALIZATION OPPORTUNITIES OF 3RD GRADE STUDENTS WHO WERE ELIGIBLE FOR SPECIAL EDUCATION SERVICES AT AGES 3 TO 5: AN EXPLORATORY STUDY OF CHILDREN WITH DEVELOPMENTAL DELAYS.
Creator
Lin, Mike Chang-Hui, Wienke, Wilfred, University of Central Florida
Abstract / Description
The study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that...
Show moreThe study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that providing early intervention services for young children ages 3 through 5 with special needs in the public school system has become the movement of both the federal and state educational policies. However, the empirical studies regarding the effects of Pre-K early intervention programs provided within the public school system are few. A multivariate analysis of covariance (MANCOVA) was conducted to examine the effect of the Pre-K duration (1 year vs. 2 years) on students' 3rd grade performance as measured by FCAT Reading scores, FCAT Math scores, and socialization opportunities (i.e. weekly Non-ESE minutes) while controlling for students' socioeconomic status (i.e. free/reduced price lunch status) and gender. Moreover, a paired sample t test was conducted to examine the difference of the Matrix of Services scores between Pre-K and 3rd grade evaluations. The results of this study provide an insightful picture of Florida Pre-K intervention duration on the performance of children with special needs in public schools.
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Date Issued
2005
Identifier
CFE0000672, ucf:46537
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000672
WHAT'S IN A NAME? GENOCIDE EARLY WARNING MODEL FOR HUMANITARIAN INTERVENTION
Title
WHAT'S IN A NAME? GENOCIDE EARLY WARNING MODEL FOR HUMANITARIAN INTERVENTION.
Creator
Lewis, Alexandria, Morales, Waltraud Q., University of Central Florida
Abstract / Description
There is much debate among genocide scholars as to the causes and even accurate definitions of genocide. Early warning developed to address the increasing need for humanitarian intervention in violent conflicts around the world. As a subset of genocide studies, early warning seeks to go beyond explaining the causes of genocide. The early warning model created here uses six indicator variablesÂÂ--government, leaders/elites, followers, non-followers/bystanders, outsider group...
Show moreThere is much debate among genocide scholars as to the causes and even accurate definitions of genocide. Early warning developed to address the increasing need for humanitarian intervention in violent conflicts around the world. As a subset of genocide studies, early warning seeks to go beyond explaining the causes of genocide. The early warning model created here uses six indicator variablesÂÂ--government, leaders/elites, followers, non-followers/bystanders, outsider group, and environmentÂÂ--to detect the likelihood of genocide within a given case study. Four cases were chosenÂÂ--Kenya, Nigeria, Yemen, and EthiopiaÂÂ--and analyzed using the indicator variables to determine if these violent conflicts may already be or may become genocides. Preliminary findings show that the civilian outsider group is a vital component when determining whether or not a conflict is or may become a ÂÂ"limited-genocideÂÂ" and that genocides are a function of the interaction of the six indicator variables and not just their presence. Other implications for sovereignty and humanitarian intervention are discussed.
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Date Issued
2010
Identifier
CFE0003052, ucf:48362
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003052
EARLY INTERVENTION SYSTEMS: AN EVALUATIVE REVIEW OF THEIR HISTORY AND USE
Title
EARLY INTERVENTION SYSTEMS: AN EVALUATIVE REVIEW OF THEIR HISTORY AND USE.
Creator
Ceriale, Matthew A., Paoline, Eugene, University of Central Florida
Abstract / Description
It is the intention of this thesis to effectively describe what is known about EI systems to date. Many sources of information are used, beginning with peer reviewed journals such as Justice Quarterly, Police Quarterly, Policing: An International Journal of Police Strategies & Management, Police and Society and The American Journal of Criminal Justice. Also reports from criminal justice research affiliates will be used like the National Institute of Justice and the National Criminal Justice...
Show moreIt is the intention of this thesis to effectively describe what is known about EI systems to date. Many sources of information are used, beginning with peer reviewed journals such as Justice Quarterly, Police Quarterly, Policing: An International Journal of Police Strategies & Management, Police and Society and The American Journal of Criminal Justice. Also reports from criminal justice research affiliates will be used like the National Institute of Justice and the National Criminal Justice Reference Service. This thesis will work towards creating a comprehensive outline of the history of EI and future possibilities. With the aid of extant research, inquiries into the effectiveness of various EI systems, their shortcomings, or even best practices will be addressed. The aim is to review the existing discussion essentially paving the way for future researchers to conduct primary research studies on EI effectiveness. By accumulating, and subsequently compiling available research, the hope is to identify key arguments and perspectives on these systems and their implementation.
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Date Issued
2016
Identifier
CFH2000032, ucf:45605
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000032
ADOLESCENT MOTHERS IN AN INTERVENTION STUDY: A QUALITATIVE ANALYSIS OF VARIABLES RELATING TO THEIR TEACHING INTERACTIONS WITH THEIR INFANTS
Title
ADOLESCENT MOTHERS IN AN INTERVENTION STUDY: A QUALITATIVE ANALYSIS OF VARIABLES RELATING TO THEIR TEACHING INTERACTIONS WITH THEIR INFANTS.
Creator
Guzman, Janisse, Culp, Anne, University of Central Florida
Abstract / Description
The intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting...
Show moreThe intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting topics; 2) the mother's perceived social support; 3) how many community resources the mother used; and 4) if the infant was healthy and within normal developmental range. All of the mothers struggled in their lives, yet varied in the quality and time of most of the variables. It was striking how different each one was from the other. The implications of the study are important for child development specialists who can use the qualitative data within this document to better understand first time adolescent mothers in order to improve the outcomes of the home visitation services that they provide to mothers and infants. After spending time studying these four adolescent mothers, I would recommend that adolescent women not get pregnant. Adolescence is a time that is meant for experiences and self-discovery and should be spent free from a dependent child who critically needs them. Future research and funding should be spent on preventing adolescent pregnancy and ensuring that flexible curriculum be utilized by the home visitors in order to meet the varying needs of adolescent mothers.
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Date Issued
2012
Identifier
CFH0004251, ucf:44934
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004251
A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION
Title
A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION.
Creator
Conway, Joan, Zygouris-Coe, Vicky, University of Central Florida
Abstract / Description
The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of...
Show moreThe purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of experience, school demographics, and grade levels. The survey in this study was excerpted and adapted from a survey, which was tested for validity and reliability, used with teachers in a research study, and published by the National Staff Development Council (NSDC) in Evaluating professional development: An approach to verifying program impact on teachers and students (Shaha, Lewis, O'Donnell, & Brown, 2004). Permission to use the survey was granted by Performance Learning Systems, Inc. and the National Staff Development Council (see Acknowledgements). The primary question for this study was: Are teachers' self-reports of their attitudes, perceptions, and instructional practices on the Reading Instruction Survey correlated with the amount of coaching they indicated they had received? Secondary questions pertained to how the results changed for the subgroups. The literature review contained information about resources and research in reading that led to the provision of reading coaches. High-stakes for the improvement of reading instruction from federal, state, and local levels provided a rationale for the study. The results of this study indicated that coaching made a difference for these teachers. The aggregated and disaggregated data revealed small to large, significant correlations to coaching. The items with the greatest number and magnitude of correlations to coaching were isolated skills instruction and intervention plans. The evidence of positive relationships of attitudes, perceptions, and practices to work with a coach is an important finding. The limited correlations of skilled, balanced, and integrated strategies led to questions about the content of the coaching. Further research is needed to determine whether the content of the professional development offered by coaches is comprehensive enough to impact reading proficiency levels of all students.
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Date Issued
2006
Identifier
CFE0001357, ucf:46970
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001357
The Efficacy of an Early Warning System and a Response to Intervention Decision-Making Model for Students Transitioning in Secondary Education
Title
The Efficacy of an Early Warning System and a Response to Intervention Decision-Making Model for Students Transitioning in Secondary Education.
Creator
Walsh, Andrea, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Little, Mary, University of Central Florida
Abstract / Description
The primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of...
Show moreThe primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of identifying students who are academically disengaged, and gain insight on intervention processes in secondary schools. Therefore the research questions tested the validity of an early warning system as a means for identifying students at-risk of academic disengagement and student outcome gains when participating in a Response to Intervention (RtI) decision-making process compared to those who did not participate. Populations of concern included students in transitional periods, moving from elementary to middle school and middle school to high school.The study identified several statistically significant and educationally meaningful difference between the use of a risk score indicator and academic achievement. Findings were consistent with other research that have shown statistically significant relationships between student achievement outcomes and early warning systems. While additional research is needed to develop specific recommendations to educational leaders, researchers, and policy makers, this study validates the notion that an early warning identification risk score can be used to predict academic achievement. An early warning system can aid in student identification, but as noted in the last research question of this study, there is still a great need to reach the ultimate goal: mitigating risk factors for students who are academically disengaged. Specifically, as students transition to larger schools, achievement gaps are susceptible to expanding for students; therefore, there is a great need to ensure intervention processes that address the needs of students who are prone to disengagement.Implications of these findings will apply to educational leaders, researchers, and policy-makers with interest in identification of students who are academically disengaged and in need of intervention supports.
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Date Issued
2016
Identifier
CFE0006703, ucf:51918
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006703
Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College
Title
Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
Creator
Bentham, Claudine, King, Kathy (Kathleen), Cox, Dr. Thomas, Hopp, Carolyn, Bosley, Michael, University of Central Florida
Abstract / Description
Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's...
Show moreEarly alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
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Date Issued
2017
Identifier
CFE0006857, ucf:51742
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006857