Relationship of preschool special education outcomes to instructional practices and parent–child interaction

Research in Developmental Disabilities - Tập 25 - Trang 539-558 - 2004
Gerald Mahoney1, C.Abigail Wheeden1, Frida Perales1
1Mandel School of Applied Social Sciences, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106-7164, USA

Tài liệu tham khảo

Bayley, N. (1992). Bayley Scales of Infant Development (2nd ed.). New York: Psychological Corp. Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children. Bricker, D. D. (1989). Early intervention for at-risk and handicapped infants, toddlers, and preschool children. Palo Alto, CA: Vort. Bruder, 1998, A comparison of the effects of type of classroom and service characteristics on toddlers with disabilities, Topics in Early Childhood Special Education, 18, 26, 10.1177/027112149801800106 Casto, 1993, Longitudinal studies of alternative types of early intervention: Rationale and design, Early Education and Development, 4, 224, 10.1207/s15566935eed0404_2 Cole, 1991, Individual differences in language delayed children’s responses to direct and interactive preschool instruction, Topics in Early Childhood Special Education, 11, 98, 10.1177/027112149101100110 Cole, 1989, Comparison of effects of academic and cognitive curricula for young handicapped children one and two years post program, Topics in Early Childhood Special Education, 9, 110, 10.1177/027112148900900309 Dale, 1988, Comparison of academic and cognitive programs for young handicapped children, Exceptional Children, 54, 439, 10.1177/001440298805400507 Egeland, 1981, Developmental sequelae of maltreatment in infancy, New Directions for Child Development: Developmental Perspectives on Child Maltreatment, 11, 77, 10.1002/cd.23219811106 Fewell, R., Deutscher, B., & Percival, M. (2000, April). Long-term developmental outcomes of IHDP: The effects on children’s reading and IQ scores at age 5 and 8 years. Paper presented at the Conference on Research Innovations in Early Intervention, San Diego, CA. Fewell, 1998, A pilot study of intervention with adolescent mothers and their children: A preliminary examination of child outcomes, Topics in Early Childhood Special Education, 17, 18, 10.1177/027112149801800105 Goodman, J. (1992). When slow is fast enough. New York: Guilford Press. Hauser-Cram, 1993, The effects of the classroom environment on the social and mastery behavior of preschool children with disabilities, Early Childhood Research Quarterly, 8, 479, 10.1016/S0885-2006(05)80081-X Hemmeter, 2000, Classroom-based interventions: Evaluating the past and looking toward the future, Topics in Early Childhood Special Education, 20, 56, 10.1177/027112140002000110 Infant Health and Development Program. (1990). Enhancing the outcomes of low birthweight, premature infants: A multisite randomized trial. Journal of the American Medical Association, 263, 3035–3042. Kaiser, 1998, Parents as interventionists: Research on applications of naturalistic language teaching procedures, Infants and Young Children, 10, 1, 10.1097/00001163-199804000-00007 Mahoney, G. (1992). Maternal Behavior Rating Scale. Available from Family Child Learning Center, 143 Northwest Avenue, Building A, Tallmadge, OH 44278. Mahoney, 1998, The effects of family-centered early intervention on child and family outcomes, Topics in Early Childhood Special Education, 18, 83, 10.1177/027112149801800204 Mahoney, 1998, The relationship of parent–child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities, Topics in Early Childhood Special Education, 18, 5, 10.1177/027112149801800104 Mahoney, 1992, Parent–child interaction: The key to developmentally appropriate practices, Topics in Early Childhood Special Education, 12, 105, 10.1177/027112149201200110 Mahoney, 1999, The effect of teacher style on interactive engagement of preschool-aged children with special needs, Early Childhood Research Quarterly, 14, 51, 10.1016/S0885-2006(99)80004-0 McWilliams, 1999, Controversial practices: The need for a reacculturation of early intervention fields, Topics in Early Childhood Special Education, 19, 177, 10.1177/027112149901900310 Meisels, 1986, Growth and development of preterm infants with respiratory distress syndrome and bronchopulmonary dysplasia, Pediatrics, 77, 345, 10.1542/peds.77.3.345 Novick, 1993, Activity-based intervention and developmentally appropriate practice-points of convergence, Topics in Early Childhood Special Education, 13, 403, 10.1177/027112149301300405 Roberts, R. N., Innocenti, M. S., & Goetze, L. D. (1999). Utah Early Intervention (Birth to 5) Project. Final report. Logan, UT: Early Intervention Research Institute. Rule, 1998, Translating research on naturalistic instruction into practice, Journal of Early Intervention, 21, 283, 10.1177/105381519802100401 Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). Stanford-Binet Intelligence Scale (4th ed.). Chicago, IL: The Riverside Publishing Company. Wheeden, C. A., & Mahoney, G. (2000). Preschool Instructional Rating Scale. Available from Family Child Learning Center, 143 Northwest Avenue, Building A, Tallmadge, OH 44278. Yoder, 1991, An exploratory study of interaction between language teaching methods and child characteristics, Journal of Speech and Hearing Research, 34, 155, 10.1044/jshr.3401.155 Yoder, 1995, An exploratory comparison of milieu teaching and responsive interaction in classroom applications, Journal of Early Intervention, 19, 218, 10.1177/105381519501900306