Merging Policy Initiatives and Developmental Perspectives in Early Intervention

Guralnick, Michael J.

doi:10.5231/psy.writ.2015.1004

Cited by 8 publications

(10 citation statements)

References 43 publications

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“…As noted above, given the diversity of factors, some researchers have proposed multisystemic approaches to understand and respond to absenteeism, aiming to integrate knowledge gained across various fields (Lyon and Cotler, 2009;Kearney, 2016;Guralnick, 2017;Prakash et al, 2017). It has been argued that models based on bioecological and developmental systems, which attend to the interaction of factors across multiple contexts, offer a useful way to navigate the complexity of absenteeism and SAPs (Benner et al, 2008;Lyon and Cotler, 2009;Doren et al, 2014;Guralnick, 2015).…”

Section: Organizing Risk Factors For Absenteeismmentioning

confidence: 99%

“…While acknowledging that a consensus has not yet been reached on an appropriate cut-off to define problematic absenteeism, a body of research shows that a broad range of individual, parental, familial, and environmental factors are implicated in absenteeism and school attendance problems (SAPs) (Kearney, 2016). Given this broad range of factors spanning multiple contexts, some researchers have proposed bioecological models to inform approaches to prevention and intervention (Lyon and Cotler, 2009;Doren et al, 2014;Guralnick, 2015;Gottfried and Gee, 2017). Bioecological models typically position the individual at the center of a nested hierarchy of environments that are understood to influence the individual's development over time (Bronfenbrenner, 1977;Bronfenbrenner and Morris, 2006).…”

Section: Introductionmentioning

confidence: 99%

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The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

et al. 2019

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Absence from school jeopardizes children's and adolescents' education and their social and emotional development. Proximal and distal individual, parental, familial, and environmental factors have been linked to absenteeism and the development and maintenance of school attendance problems. The complex interaction among these factors necessitates a multifactorial approach to understanding school absenteeism and attendance problems. The current paper builds on recent calls to apply bioecological systems frameworks when studying risk factors for school absenteeism and attendance problems. The Kids and Teens at School (KiTeS) Framework presented here is an application of Bronfenbrenner's bioecological systems model, incorporating candidate factors of particular relevance to school absenteeism and attendance problems. The current paper is also a response to the Warnock report which highlighted the need to individualize educational supports for children and adolescents with disabilities, to foster optimal educational outcomes. The KiTeS Framework is an inclusive framework, inclusive of students with and without disabilities. It is envisaged that the KiTeS Framework will provide guidance to researchers aiming to improve understanding of the factors influencing absenteeism among all school-aged students, including those from minority or vulnerable populations.

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Section: Organizing Risk Factors For Absenteeismmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

et al. 2019

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“…Developmental delay (DD) in young children is associated to poor school performance (SP), learning difficulties and behavioural problems. The follow‐up and early detection of DD is aimed at the inclusion of children at risk of delays in specific interventional therapies and serves to prevent or diminish school failure (Guralnick, 2014; Nordhov et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Predictive value of the Ages and Stages Questionnaire® for school performance and school intervention in late preterm‐ and term‐born children

Martínez-Nadal

Armijo

et al. 2020

Child

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Background: The new health supervision guidelines emphasize the importance of surveillance or a formal developmental screening test at 4 years, one of the most used tests is Ages & Stages Questionnaire. Nevertheless, there is still not enough evidence whether these tools will be useful to predict future school performance (SP). Objectives: The objectives of this study were to evaluate the Ages & Stages Questionnaire 3rd edition 48-month interval (ASQ3-48) translated to Spanish for predicting the need for school intervention (SI) and poor SP at 8-9 years of age, in late preterm infants (LPIs) and term-born infants (Terms) and to compare the prevalence of SI and poor SP in the two groups. Methods: Data were collected from a cohort of 75 LPIs and 58 Terms assessed with ASQ3-48 and with a further assessment of academic results at 8-9 years, through a standardized school test of the Education Department of Catalonia. SI data were obtained through a parent report. Area under the curve (AUC), sensitivity, specificity and predictive values were calculated, and logistic regression analysis was used. Results: The prevalence of poor SP was 12.8%, without statistically significant differences between LPIs and Terms. LPIs had higher SI than Terms (29.3% vs. 10.3%, P = 0.001). AUC for poor SP was 0.73 and for receiving SI was 0.56 without differences between the two groups. The sensitivity of the ASQ3-48 for poor SP was 41%, for specificity 92%, and for receiving SI 14% and 89%, respectively. Poor SP was related to having positive screening in the ASQ3-48 (OR 6.5 [95% CI, 1.9-22.2]) while having received SI was related to late prematurity (OR 3.6 [95% CI, 1.3-9.6]). Conclusions: The ASQ3-48 shows acceptable predictive properties for poor SP but not for receiving SI. No differences were found in SP between LPI and Term cohorts, but LPIs are likelier to require SI.

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“…In this context, Early Intervention (EI) practices are pointed out as beneficial for children exposed to risk factors, and are also recommended for children with developmental disorders and impairment. 4 , 7 , 8 Guralnick 7 , 8 highlights that the EI practices are considered as an important resource by professionals from different countries.…”

Section: Introductionmentioning

confidence: 99%

Revisão Sistemática Integrativa Da Literatura Sobre Modelos E Práticas De Intervenção Precoce No Brasil

Marini

Lourenço

Barba

2017

Rev. paul. pediatr.

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Objective: To identify which Early Childhood Intervention practices and models are described in the Brazilian literature. Data sources: A systematic integrative review of the literature indexed in databases from Virtual Health Library, Bielefeld Academic Search Engine, Education Resources Information Center and Portal of Periodicals of the Coordination of Improvement of Higher Education Personnel was carried out, considering the period between 2005 and 2015. The following articles were analyzed: those published in English or Portuguese, fully available online, with the terms “Early Intervention”, “Early Stimulation” or “Essential Stimulation” in the title, abstract or keywords; studies that enrolled children aged from 0 to 6 years, their caregivers or professionals in Early Intervention services; manuscripts published in journals classified as ≥ B2 (WebQualis; Qualis 2014) in the fields of Education or Physical Education; and studies that described Early Intervention practices.Data synthesis: Early Intervention seems to be developed exclusively related to the health sector, with prevalence of practices aimed at stimulating skills through the use of clinical approaches, whose focus is centered on the child and structured in the model of rehabilitative care. Conclusions: The adoption of Early Intervention practices and models are far from those recommended and recognized by the international literature as good practices. In this sense, the need of continuous education of professionals involved in this area is shown, as well the need for investments in research on this subject.

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Merging Policy Initiatives and Developmental Perspectives in Early Intervention

Cited by 8 publications

References 43 publications

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

Predictive value of the Ages and Stages Questionnaire® for school performance and school intervention in late preterm‐ and term‐born children

Revisão Sistemática Integrativa Da Literatura Sobre Modelos E Práticas De Intervenção Precoce No Brasil

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