Effectiveness of Early Intervention for Vulnerable Children: A Developmental Perspective

Guralnick, Michael J.

doi:10.1002/9780470755778.ch1

Cited by 75 publications

(109 citation statements)

References 99 publications

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“…Mutual, responsive interactions have widely become seen as providing foundations for later language development (Bruner, 1975;Clark and Seifer, 1983;Guralnick and Bricker, 1987) and theorists holding ethnological, psychoanalytic, cognitive developmental and social psychological views all share a recognition of the impact of this interaction on social development (Hanzlik, 1989).…”

Section: Introductionmentioning

confidence: 99%

Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver‐infant interaction

Nind¹

1996

European Journal of Special Needs Education

108

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To cite this article: M. Nind (1996) Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver-infant interaction, European Journal of Special Needs Education, 11:1, 48-66, ABSTRACTIntensive Interaction was developed as a teaching approach for students who experienced severe difficulties in learning and in relating to others. The approach recognizes the pre-verbal nature of the learners and addresses their need to develop the very beginnings of sociability and communication. Intensive Interaction is based on the process of caregiver-infant interaction in which the first stages of sociability and communication develop. This paper summarizes the first major study of Intensive Interaction which investigated whether it could similarly facilitate this fundamental social and communication development in the target group of people with severe developmental disabilities who demonstrated ritualistic behaviours. A multiple baseline across subjects interrupted time-series design was employed and the six subjects were all residents of a long-stay hospital. The measures included real-time observation schedules, video analysis, Kiernan and Reid's Pre-Verbal Communication Schedule and an adaptation of Brazelton's Cuddliness Scale. Results showed improved pre-communication and informal communication abilities, 'cuddliness' and ability to maintain and initiate social contact, and a trend towards reduction in ritualistic behaviour.

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Section: Introductionmentioning

confidence: 99%

Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver‐infant interaction

Nind¹

1996

European Journal of Special Needs Education

108

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“…3,4 Moreover, there is evidence that early identification and treatment of children with developmental conditions can lead to improved functional outcomes and reduce the risk of secondary behavioral problems. 5,6 Primary care physicians are positioned to play a pivotal role in the system of early detection and intervention for young children with developmental delays. How primary care physicians perform in this initial management role and the factors that influence their management decisions are poorly understood.…”

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confidence: 99%

How Do Primary Care Physicians Manage Children With Possible Developmental Delays? A National Survey With an Experimental Design

et al. 2004

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“…This is an especially important issue, as it has now been well documented that a substantial proportion of young children with developmental disabilities manifest significant problems in peer-related social competence (Guralnick & Groom, 1985Guralnick &c Weinhouse, 1984). This peer interaction deficit is particularly apparent for young children with general (cognitive) developmental delays, a group that includes children with Down syndrome (see Guralnick & Bricker, 1987). Because of the relatively high prevalence and visibility of children with Down syndrome, and because much is known about its biologic basis and developmental course, children with Down syndrome will serve as the reference group for this discussion.…”

Section: Children W I T H Disabilitiesmentioning

confidence: 98%

Developmentally Appropriate Practice in the Assessment and Intervention of Children's Peer Relations

Guralnick

1993

Topics in Early Childhood Special Education

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Recent advances in our understanding of children's peer relations have led to new models of assessment and intervention firmly rooted in developmental principles and practices. In this article, assessment and intervention efforts based on one contemporary approach to children's peer-related social competence are discussed in terms of their compatibility with developmentally appropriate practices for children without disabilities who are experiencing problems establishing productive relationships with their peers. In addition, children with Down syndrome serve as the reference group to illustrate how this model can be applied to children with disabilities. The extent to which this contemporary assessment and intervention approach can be carried out within the framework of developmentally appropriate practices while simultaneously addressing the special considerations presented by children with disabilities is examined.

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Effectiveness of Early Intervention for Vulnerable Children: A Developmental Perspective

Cited by 75 publications

References 99 publications

Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver‐infant interaction

Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver‐infant interaction

How Do Primary Care Physicians Manage Children With Possible Developmental Delays? A National Survey With an Experimental Design

Developmentally Appropriate Practice in the Assessment and Intervention of Children's Peer Relations

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