158
Posters Advancing Comprehensive Early Childhood Intervention
Session 2
ECI SERVICE DELIVERY Topic - ECI Practices, Models, and Systems p2.13 A Study on the Effectiveness of Preschool Teachers Using the Optimized Digital Platform to Observe and Record Children's Classroom Participation in Improving Children's Engagement in Daily Routines Presenting Author: Hui-Ching Su (Taiwan) Affiliation: Central Taiwan University of Science and Technology Co-Authors: Lin-Ju Kang, Ya-Tzu Liao, Pei-Ju Lin, Choa-Tung Yang, Chih-Yin Yen This study employs the Classroom Measure of Engagement, Independence, and Social Relationships (ClaMEISR), developed into a digital platform, to help early childhood educators systematically observe and record children’s engagement across 13 preschool routines. The platform provides insights into children’s mastery of functionality, engagement, independence, social relationships, development, and outcomes. Findings indicate that older children exhibit higher mastery levels, particularly in structured routines like toileting and mealtime, while large group activities such as circle time and storytelling present greater challenges. Preschoolers with special needs show higher engagement in structured routines, where functional goals can be effectively integrated, though additional support is needed in large group settings to enhance learning. Educator feedback highlights the platform’s utility in documenting participation and incorporating functional goals into Individualized Education Plans (IEPs) and daily routines, fostering improved engagement and learning for children with special needs. p2.14 Supportive Factors and Barriers to Providing High Quality Equitable Early Intervention Services: A Multiple Perspectives Analysis Presenting Author: Jennifer A. Brown (USA) Affiliation: University of Georgia Co-Authors: Heather Benton, Karrah Bowman, Ashley J. Harrison, Rebecca G. Lieberman-Betz, Ashton Nalley, Cynthia O. Vail In this multi-method study, we explored a state-level early intervention system’s (1) usage patterns across regions and demographics; (2) supportive factors facilitating engagement from the perspective of a range of relevant parties; and (3) barriers interfering with enrollment. Data was collected and analyzed from three interconnected sources: (1) system database quantitative examination; (2) coordinators' surveys and interviews; and (3) provider and family focus groups. Records analysis (n=52,282), direct report (n=17 district coordinators), and in-depth perspectives of providers (n=24) and family members (n=27) provided breadth and depth to the investigation. Results were centered on: (1) the rate of child identification and variance by sociodemographic characteristics; (2) recruitment, retention, and work climate of providers; and (3) experiences of families who received EI services and those who did not receive services but were likely eligible. Findings will be discussed within the context of considerations related to international service delivery. This poster will provide participants with an understanding of the Building Blocks framework. This tiered framework is the basis for planning and providing individualized support and instruction for young children with identified disabilities, developmental delays, and diverse abilities. The objectives are: (1) describe how to use the approach to assess, plan, and provide instruction; (2) describe how to use the framework in diverse, inclusive settings; (3) share some of the evidence base that supports the framework; and (4) share qualitative data from users of the framework. The Building Blocks framework grew from the research of the Early Childhood Research Institute on Inclusion, the evidence and wisdom of other early childhood researchers, the authors' own experiences as teachers, teacher trainers, and coaches, and feedback from consumers. The framework is used in a wide variety of classrooms, child care programs, and homes in the United States and around the world. p2.16 Comprehensive Center-Based Group Training for Young Children With Developmental Disabilities: Effectiveness and Experiences from a Research Institute from Turkey Presenting Author: Ali Kaymak (Turkey) Affiliation: Anadolu University Co-Authors: Ibrahim H. Diken, Gokhan Ince The purpose of this poster presentation is to provide results and experiences of a comprehensive center-based group training for young children with developmental disabilities provided at the Research Institute for Children with Developmental Disabilities at Anadolu University in the city of Eskisehir in Türkiye. This unique training program has been provided to young children with developmental disabilities (e.g., Down syndrome, Autism Spectrum Disorders) daily for 1.5 to 3 hours using daily routine schedules and embedding targets into these routines (e.g., shared book reading, smart-board time, free play time, table time, etc.). Incidental teaching procedures, along with relationship-based strategies, have also been mainly used while interacting with children during these routines. Psychological, social, and educational support have also been provided to parents. These training program has been implemented for years. In this presentation, program outlines, its effectiveness, and the perspective of parents will be provided. ECI SERVICE DELIVERY Topic - Inclusion p2.15 Building Blocks for Including and Teaching Young Children With Disabilities Presenting Author: Susan Sandall (USA) Affiliation: University of Washington Co-Author: Gail Joseph
Made with FlippingBook - professional solution for displaying marketing and sales documents online