Providing Services to Infants and Toddlers Under Pl 99–457: Training Needs of School Psychologists

McLinden, Stacey E.; Prasse, David P.

doi:10.1080/02796015.1991.12085531

Cited by 10 publications

(1 citation statement)

References 29 publications

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“…The implementation of the Education of the Handicapped Act Amendments of 1986, or Public Law 99–457 requires schools to shift from a traditional child-focused practice to a family-focused practice in providing early intervention services (Roberts & Magrab, 1991). With the demand for school psychologists to serve young children expected to increase with the implementation of 99–457 (McLinden & Prasse, 1991; Pianta, Smith, & Reeve, 1991), their service delivery to young children in adolescent-parent families should also increase.…”

mentioning

confidence: 99%

Adolescent mothers' cognitions and behaviors as at-risk indicators.

Stoiber¹,

Houghton²

1994

School Psychology Quarterly

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The assumption that qualitative differences in adolescent mothers are associated with differences in child functioning was examined in a sample of 39 mother-infant dyads. Multiple measures of parental characteristics were used, including self-report measures of parenting expectations and mood orientation, and a qualitative behavioral measure of involvement. Analyses were conducted between these measures and observers' and mothers' judgments of the young children's social and emotional functioning. Trained observers rated the child's coping behavior and adolescent mothers rated their child on the Parenting Stress Index (PSI). Findings indicated that parenting expectations had a unique and differential power in explaining both objective child observation ratings and the mothers' PSI ratings of her child. In addition, interactions involving maternal positive behavior were related significantly to mothers' PSI ratings of the child's acceptability or reinforcement. Implications of the findings for early identification and intervention practices with at-risk young children and their families are discussed.The rate of adolescent, single parent families has increased by 350% in the past 30 years, representing one of the most dramatic changes in family shapes (Lindblad-

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mentioning

confidence: 99%

Adolescent mothers' cognitions and behaviors as at-risk indicators.

Stoiber¹,

Houghton²

1994

School Psychology Quarterly

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Parent involvement in early childhood special education: Opportunities for school psychologists

Shriver¹,

Kramer

Garnett

1993

Psychol. Schs.

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Increased opportunities for assessment and intervention, consultation, and program evaluation in early childhood education are suggested as roles that the school psychologist should develop to facilitate effective parent involvement in a child's education. A review of the literature on parent involvement in early childhood special eduction is provided. The current federal guidelines, rationale, definitions of parent involvement, and strategies for evaluating parent involvement are reviewed.Much has been written about the importance of parent involvement in children's lives, especially their educational development. Some researchers (e.g., Patterson, 1986) have demonstrated a relationship between parent involvement during early childhood and the quality of adolescent development. Exactly when, how, and to what extent parents should be involved in early childhood remains an issue of some concern (e.g., Turnbull & Turnbull, 1982), but few would argue with the assertion that parent involvement is important to healthy child development.Traditionally, a school psychologist has very little contact with parents, except in cases when there is a proposed change in a child's educational program and there are meetings (e.g., IEP) with parents to discuss eligibility, program, and/or placement issues for that child. With the increased emphasis on early childhood education in American education (e.g., P L 99-457), school psychologists are being provided new opportunities to involve parents in a child's education at the beginning of the child's education experience. Because of the age of children targeted by early intervention efforts, a large proportion of educational service delivery will occur in the home and with the family of the child (Oden, Yoder, & Hill, 1988). The manner in which school psychologists and other education professionals involve parents at these beginning stages of the educational process may well determine how parents interact and are involved with their child's school and education throughout the child's life. This paper suggests that there are numerous opportunities for school psychologists to be effectively involved with parents during this early stage of education. These opportunities include assessment and intervention, consultation, and program evaluation. A review of issues related to parent involvement and the role of the school psychologist is provided and specific applications are examined. FEDERAL GUIDELINESThe federal government officially recognized the importance of parent involvement in a disabled child's education with the passage of PL 94-142, the Education For All Handicapped Children Act of 1975. Indeed, increased parent involvement through informed consent is a primary feature of this statute (

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Infant and Early Childhood Psychology

Evangelista¹

2009

Evidence‐Based Practice in Infant and Early Childhood Psychology

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Providing Services to Infants and Toddlers Under Pl 99–457: Training Needs of School Psychologists

Cited by 10 publications

References 29 publications

Adolescent mothers' cognitions and behaviors as at-risk indicators.

Adolescent mothers' cognitions and behaviors as at-risk indicators.

Parent involvement in early childhood special education: Opportunities for school psychologists

Infant and Early Childhood Psychology

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