165
Posters Advancing Comprehensive Early Childhood Intervention
Session 2
ECI SERVICE DELIVERY Topic - Transitions p2.43 Complementary Perspectives: Frameworks for Horizontal and Vertical Transitions in Early Care and Education Presenting Author: John Nash, Beth Rous (USA) Affiliation: University of Delaware This conceptual exploration introduces two frameworks - the Mixed Delivery Systems Framework (MDSF) and the Early Transitions Empowerment Framework (ETEF) - developed to navigate horizontal and vertical transitions within early care and education (EC&E). The frameworks provide complementary insights into the siloed U.S. EC system, focusing on continuity of care and inclusive strategies. They present a unified approach to fostering successful outcomes for young children, including those with disabilities. p2.44 Transition to School for Children With Cerebral Palsy: Voices and Experiences of Children, Parents, and Professionals Presenting Author: Heung Ching Chu (Singapore) Affiliation: SPD Co-Authors: Zachary Walker, Frances Yeo There is currently a gap in the literature exploring parents’ lived experiences of transition to primary school for their child with cerebral palsy (CP), especially in Singapore. Using an adapted Mosaic approach, the present qualitative study aimed to fill the gap in literature on exploring the experiences of parents and professionals of children with CP in preparation for transition from early intervention to primary school in Singapore. Semi-structured interviews and Interpretative Phenomenological Analysis (Smith et al., 2009) were used to explore and analyze the lived experiences of parents. Views of early intervention professionals were gathered in a focus group discussion (FGD). Thematic analysis (Braun & Clarke, 2006) was used to analyze the FGD data. The inclusion of children, parents and professionals in this study enabled a triangulation in data and provided a multi-faceted overview of experiences regarding the preparation for transition to primary school. In general, children with CP focused on play and social interaction while experiencing difficulties with communicating their views and needs. p2.45 Transition: Child and Family as a Priority Presenting Author: Tatjana Petrović Affiliation: Center for Education and Rehabilitation Vinko Bek When we say transition, the first association we have is change. When we talk about children with disabilities, we have in mind 3 critical transitions (according to Sharon E. Rosenkoetter, Ann H. Hains, and Cristian Dogaru, 2007). The first can begin before the child is born, during childbirth or after the child is born when the family is faced with the fact that their child will need early intervention services. The second critical point is when the child needs to be included in activity for children with typical development in the local community, and the third critical point is inclusion in kindergarten. The child and family can also go through other transitions, e.g., from one institution to another. We would like to present the cooperation of two institutions that implement early intervention services, and this cooperation aims to facilitate the transition that the child and family go through. The ASQ:Extended (ASQ:EX) is a newly developed measure that presents all items from the 21 different age intervals of the Ages & Stages Questionnaires developmental screening tool by domain rather than by age. The ASQ EX can be used by teachers and researchers to assess and monitor the development of young children ages one up to 42 months for program planning and evaluation purposes. Data is being collected via an online version of the ASQ:EX to establish standardized percentile ranks and facilitate progress monitoring and developmental tracking. This poster explores the relationship between percentile ranks for the ASQ:EX and established cut-offs on the ASQ screening tool to determine the feasibility of using one tool for the dual purposes of early developmental screening and progress monitoring and evaluation for children. ECI SERVICE DELIVERY Topic - Screening, Assessment, Identification, Referral p2.41 Models of Nonpharmacological Intervention in Early Care: Literature Review and Transdiagnostic Prospective Presenting Author: Daniel Martín (Spain) Affiliation: University of Cordoba Intervention for neurodevelopmental problems in early childhood is complex because the brain is in a period of constant structural and functional change. This makes it difficult to intervene in this age group due to, among other things, the difficulty of early diagnosis, the high level of comorbidity, and the lack of scientific evidence. This fact raises the question of whether interventions derived from traditional categorical models are the most appropriate option for working with this population. In recent years, some studies have begun to focus on transdiagnostic models as a possible alternative to these models. In this critical review of the literature, analyze the degree of effectiveness of current interventions and reflect on the possible feasibility of the transdiagnostic approach. The results indicate that substantial evidence on the effectiveness of early intervention is still lacking and that it may be beneficial to explore new approaches, such as transdiagnostic. p2.42 Norming the ASQ: Extended and Evaluating Concurrent Validity With ASQ Screener Presenting Author: Kimberly Murphy (USA) Affiliation: Ages & Stages International Research (ASIR) Co-Author: Jantina Clifford
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