Progress of Infants/Toddlers with Severe Disabilities: Perceived and Measured Change

Autor/inn/en	Salisbury, Christine L.; Copeland, Christina G.
Titel	Progress of Infants/Toddlers with Severe Disabilities: Perceived and Measured Change
Quelle	In: Topics in Early Childhood Special Education, 33 (2013) 2, S.68-77 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121412474104
Schlagwörter	Toddlers; Infants; Severe Disabilities; Child Development; Urban Areas; Caregivers; Early Intervention; Self Efficacy; Parenting Skills; Parent Attitudes; Home Programs; Family Programs; Skill Development; Program Effectiveness; Case Studies; Pretests Posttests; Illinois + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Toddlers; Severe disability; Schwerbehinderung; Kindesentwicklung; Urban area; Stadtregion; Caregiver; Carer; Betreuungsperson; Pfleger; Self-efficacy; Selbstwirksamkeit; Elternverhalten; Family program; Familienprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study
Abstract	An exploratory case study was undertaken to examine child and caregiver outcomes in a diverse sample of 21 infants/toddlers with severe disabilities who received services from an urban, Part C program where caregiver-focused intervention was emphasized. Purposive sampling and mixed methods were used to collect data on child developmental change, rate of progress, and caregiver self-efficacy. Analyses revealed that (a) child developmental gains were significant across all subscales of the "Early Learning Accomplishment Profile-Revised" (ELAP-R) with large effect sizes, (b) individual rates of progress were highly variable as measured by proportional change index (PCI) scores, (c) caregivers attributed improvement in self-efficacy and parenting competence to involvement in this program, (d) caregivers whose child received services at home reported slightly greater levels of self-efficacy than those whose child was seen in a center-based context, and (e) location of service produced equally significant, positive changes in child outcome. Implications for research and practice were discussed. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10