Dissertations / Theses on the topic 'Early intervention'
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Boyle, Clionagh. "Key discourses in early childhood intervention : a case study of an early intervention city." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705641.
Full textLane, Valeri J. "Emotional labor in early intervention." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4169.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 8, 2006) Vita. Includes bibliographical references.
Scherer, Nancy J., and Brenda Louw. "Early Communication Assessment and Intervention." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1980.
Full textTrivette, Carol M. "Engaging Families in Early Intervention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4457.
Full textRitter-Brinton, Kathryn. "An Intervention Influences and Outcomes Profile for early intervention programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq21552.pdf.
Full textQuiring, Jason Matthew. "Early intervention and major depressive disorder /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055704.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 114-123). Also available for download via the World Wide Web; free to University of Oregon users.
Pinnock, Nina June. "Factors influencing transition from early intervention /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3112124.
Full textTrivette, Carol M. "Supporting Adult Learning in Early Intervention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4450.
Full textGatmaitan, Michelle M. "Personnel Preparation for Special Instruction in Early Intervention: The Development of Professional Dispositions in an Early Intervention Practicum." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1537797159930715.
Full textDecker, Kelsey. "Language and Play Everyday: Enhancing Early Intervention Provider Knowledge and Use of Naturalistic Communication Interventions." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23745.
Full textTseng, Shu-hsien. "Interagency collaboration in early intervention participants' perspectives /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1495.
Full textThesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Graziano, Christina R. "A pediatric intervention to support early literacy." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CGrazianoPartI2007.pdf.
Full textReynolds, Michele K. "Early intervention services in the natural environment." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236377.
Full textDepartment of Speech Pathology & Audiology
Bohjanen, Sharon Lynn. "Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612613.
Full textRodriguez, Billie Jo 1982. "An evaluation of The Good Behavior Game in early reading intervention groups." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10921.
Full textAs an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention that can be easily modified and implemented in conjunction with academic interventions to maximize effectiveness of student supports. The present study focused on the development and implementation of a modified version of TGBG implemented during the delivery of a secondary level early literacy intervention for students at-risk for reading difficulties. Specifically, this study examined whether instructional assistants' implementation of TGBG was functionally related to changes in student and instructor outcomes. The student outcomes assessed were (1) problem behavior, (2) academic engagement, and (3) pre-literacy skill development. The instructor outcomes assessed were provision of opportunities to respond to instruction, specific praise, and corrective statements for student social behavior. Data were also collected on fidelity of implementation, contextual fit, and social validity of TGBG. A concurrent multiple baseline design across five instructional reading groups was used to evaluate effects of TGBG. Results indicated that TGBG was functionally related to reductions in student problem behavior. In addition, a functional relation was established between implementation of TGBG and increases in instructor provision of specific praise statements and decreases in provision of corrective statements. Academic engagement and provision of opportunities to respond remained high and stable throughout the study. Pre-literacy trajectories did not appear to be functionally related to TGBG implementation; however, this may have been due to the short timeframe of the study. Instructional assistants implementing TGBG as well as students participating in TGBG rated it positively. Conceptual, practical, and future research implications are discussed.
Committee in charge: Cynthia Anderson, Co-Chairperson, Special Education and Clinical Sciences; Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Marjorie Woollacott, Outside Member, Human Physiology
McPhail, Lorna May. "Early intervention for stealing: Interrupting the antisocial trajectory." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/1545.
Full textGauntlett, Graham Leonard. "A systematic assessment of an early Autism intervention." Thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/23805.
Full textFriedman, Mollie. "Caregiver coaching strategies in home-based early intervention." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-07242009-144223/.
Full textAdvisor: Juliann Woods, Florida State University, College of Communication, Dept. of Communication Disorders. Title and description from dissertation home page (viewed on Nov. 10, 2009). Document formatted into pages; contains viii, 46 pages. Includes bibliographical references.
Agiri, Rievu. "Social Workers and Early Intervention with Diabetic Clients." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6876.
Full textGatling, Veleka Studivant. "The Transition from Early Intervention to Early Childhood Special Education: Three Case Studies." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26632.
Full textEd. D.
Burks, Carrie C. "ASSESSMENT IN EARLY CHILDHOOD INTERVENTION: THE IMPORTANCE OF TRAINING." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/68.
Full textRutland, Julie Harp. "FACTORS RELATED TO SIBLING INVOLVEMENT IN EARLY CHILDHOOD INTERVENTION." UKnowledge, 2012. http://uknowledge.uky.edu/edsrc_etds/1.
Full textKallal, Anna Denise. "Autism and our community: Feedback from early intervention providers." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1868.
Full textRODRIGUEZ, FERNANDA TRAVASSOS. "DOWN SYNDROME: FROM THE EARLY INTERVENTION OF THE INFANT TO THE EARLY FAMILY WELCOME." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9774@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
O nascimento de um bebê com síndrome de Down, sem diagnóstico prénatal, configura um momento potencialmente traumático para seus pais. Este acontecimento intervém no exercício da parentalidade, sobretudo quando esta se inaugura neste contexto. Investigamos a importância do preparo das equipes de saúde em lidar com esta experiência e, assim, propiciar a emergência do apego e dos vínculos entre o bebê e os pais. Para tal empreendimento estudamos as relações pais-bebê pelo prisma de diversas teorias, iniciando com a teoria do apego de John Bowlby, passando pelo eu-pele de Didier Anzieu e finalizando com Freud, Winnicott e Bion. Abordamos, ainda, o tema da construção da parentalidade com o bebê portador da síndrome de Down e as suas especificidades: o luto pelo bebê ideal, o narcisimo ferido dos pais e as vicissitudes do trauma. Exploramos o dispositivo de estimulação precoce e introduzimos possíveis contribuições do campo da psicanálise e da psicoterapia da relação pais-bebê. Pesquisamos este universo através de um estudo de campo, realizando entrevistas semi-estruturadas com pais e profissionais da área. Das análises do discurso dos sujeitos, cinco categorias emergiram: o momento da notícia, o luto, a formação dos laços afetivos, a síndrome de Down e a estimulação precoce. Estas categorias foram discutidas em profundidade, a partir dos capítulos teóricos. Constatamos que os profissionais dos centros obstétricos que comunicam aos pais o diagnóstico do filho e os terapeutas quando realizam a estimulação precoce do bebê, em geral, não consideram os aspectos relacionais entre os membros do conjunto pais-bebê-profissionais como parte do próprio trabalho, e isto, além de gerar diversos impasses nas maternidade e nos centros de estimulação precoce, não contribui para a elaboração do luto pelo bebê ideal por parte dos pais, nem para o acionamento do potencial maturativo do bebê e do seu advento como sujeito. Inovamos, ao propor, então, um deslocamento da estimulação precoce do bebê ao acolhimento precoce da família.
The birth of a child with Down syndrome without a prenatal diagnosis configures a potentially traumatic moment for parents. This event affects the exercise of parenthood, especially when the later is inaugurated in this context. We researched the importance of the preparation of health teams in dealing with this experience and, therefore, in fostering attachment and bonds between infant and parents. For such project, we studied the parents-baby relationships trough the prism of several theories, starting with John Bowlby´s attachment theory, passing trough the skin ego from Didier Anzieu and finalizing with Freud, Winnicott and Bion. We approached also the theme of the parenthood construction with a baby with Down syndrome and its specificities: the mourning for the ideal baby, the parents´ hurt narcissism and the trauma vicissitudes. We explored the early intervention device and introduced possible contributions from the psychoanalysis field and from the infant-parent psychotherapy. We researched this universe through a field study, performing semi-structured interviews with parents and professionals from this sector. From the analysis of the speeches of these subjects five categories were raised: the moment of breaking the news, the mourning, the formation of affective bonds, the Down syndrome and the early intervention. These categories were discussed in depth at the theory chapters. We noted that the professionals from obstetrician centers that communicate the child diagnosis to the parents and the therapists when performing early intervention in the baby, in general, do not consider the relationships aspects of the parent-infant-professionals group as part of their own work, and this situation, besides generating several roadblocks at the maternity centers and at the early intervention centers, do not contribute to the elaboration of the parents´ mourning of the ideal baby, as well as to driving the maturational potential of the infant and its advent as subject. We innovated, when proposing a displacement of the early intervention of the infant to the early family welcome.
Harpster, Karen. "Sensory processing function and early intervention programs for toddlers with early signs of autism." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313534816.
Full textARIAUDO, GIADA. "Early intervention in preterm babies: development and experimental trial of an aesy and low cost program." Doctoral thesis, Università degli studi di Pavia, 2018. http://hdl.handle.net/11571/1214789.
Full textPrematurity represent today a more and more increasing problem for public health. The aim of researching this field is to detect as early as possible altogether subjects highly prone to risk and subjects associated with selective weaknesses (which occasionally can be supported with essential actions), and subjects who are likely to be able to build up an appropriate outcome (in order to avoid useless recurrent checkups). Continuous advances in obstetric techniques and intensive e neonatal care increase the share of children surviving preterm birth without serious cerebral damages, however the most promising strategy available to compensate their weaknesses and to promote their growth potential seems to be to act to their environment, setting up for them an early intervention. Definition of a protocol of Early Intervention and planning of a trial study to evaluate his feasibility, applicability and efficacy. This is a single-blind randomized study (data analyzer were blind), that involved 42 high risk preterm babies and their mothers divided in two groups of equal size and recruited randomly (each baby have been pre assigned to one of the groups, according to birth order). Inclusion criteria for the study: gestational age ≤32 weeks and/or birth weight ≤1500 g; mothers with a good knowledge of spoken and written Italian; written informed consent. For both groups are planned four check-points: at recruiting, at hospital discharge, at 40 weeks of gestational age, at 3 months of correct age. For babies: at each check-point were done Neurological examination, General Movements videotaping, Behavioural examination by the neurodevelopmental therapist, and at hospital discharge and 40 weeks of GA also to Neonatal Intensive Care Unit Network Neurobehavioral Scale (NNNS) Attention (Orientation) subscale, Sensory-motor scale for the neonate and Global Ratings of Mother Infant Interaction Scale (GRS). For mothers: at recruiting was proposed a daily diary to note the presence in NICU/duration/kangaroo therapy (SCENE); at hospital discharge were discussed some “care” suggestions from the neurodevelopmental therapist, and delivery of an information booklets regarding characteristics and development of preterm babies. It has also be proposed PSS-NICU, the EPDS, the MSPSS, the NPST; at 40 weeks of gestational age has been proposed the MPAS and the PSI; at 3 months of correct age the Life events form, the PSI, the EPSD, the MSPSS. Only for the experimental group (Early Intervention Protocol): from recruiting to hospital discharge were proposed 2 meetings with a small group of mothers, a paediatric neuropsychiatrist and a neurodevelopmental therapist to describe some typical characteristic of preterm babies, some special needs in care habits and to talk about prematurity; from recruiting to hospital discharge 3 individual meetings with each mother and the neurodevelopmental therapist at baby’s cradle to observe together that single baby; at 40 weeks and at 3 months of correct age one individual meeting with each mother, the paediatric neuropsychiatrist and the neurodevelopmental therapist, was carried out to evaluate the changes in the baby and in the mother’s attitude. Statistical analysis (descriptive statistic, T test, K analysis, Factorial analysis, Cronbach's alpha coefficient, Pearson’s correlation coefficient, ANOVA) of results. Study done in collaboration between Child Neurology and Psychiatry Unit, C. Mondino IRCCS National Neurological Institute of Pavia, NICU of the Foundation IRCCS Policlinico San Matteo of Pavia, Molecular Medicine Department of the University of Pavia and 0-3 Child Development Unit, IRCCS Nostra Famiglia Eugenio Medea Institute Bosisio Parini. We enrolled and evaluated until 3 months of correct age (end of the project) 42 babies (21 in the experimental group and 21 in the control group); 29 subjects didn't consent to the study and 71 weren't enrollable for different reasons.
Clayton, Ruth. "The journey through early intervention services : a narrative analysis." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587072.
Full textLegault, Lyne. "Effectiveness of an early intervention and its predictive measures." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23652/23652.pdf.
Full textQiu, Wei. "Physical activity intervention in early care and education settings." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 185 p, 2009. http://proquest.umi.com/pqdweb?did=1654493001&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full textHubbard, Jodi L. "Teacher perceptions regarding truancy causes and early intervention strategies /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hubbardj.pdf.
Full textNan, Yucen. "High-Credibility Edge Analytic System for Early Medical Intervention." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27309.
Full textJones, Karen. "Early parent-based intervention for conduct problems and ADHD." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/early-parentbased-intervention-for-conduct-problems-and-adhd(2ca1d62a-f878-4598-b059-70f3010dc00d).html.
Full textEscobar, Colette M. "Contingent Valuation of Early Intervention Programs for Handicapped Children." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/4100.
Full textMeyers, Sandra D. "Evaluating the effectiveness of a kindergarten intervention program." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 146 p, 2007. http://proquest.umi.com/pqdweb?did=1253510371&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full textNelson, Donna Elizabeth. "Family Satisfaction with Early Intervention Services as it Relates to Family Functioning." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1217.
Full textTrivette, Carol M. "Engaging Families to Focus on Intervention Strategies." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4453.
Full textNyarambi, Arnold, and Z. Nkabinde. "Early Intervention and Early Childhood Education in Zimbabwe and South Africa: Implications to Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8229.
Full textStevenson, Kara. "READING ASSESSMENT AND INSTRUCTION IN THE EARLY YEARS: DIAGNOSING AND ADDRESSING EARLY READING PROBLEMS." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/149051.
Full textEd.M.
The purpose of this thesis is to look at effective reading instruction and assessment in the early years of education to determine appropriate forms of assessment and practice for identifying struggling readers. Many American students are struggling with reading problems. According to the National Assessment of Educational Progress, only 31% of fourth graders in America were reading proficiently in 2005. To determine a potential cause of reading problems, particularly in comprehension, I look at what is considered to be best practice in teaching children to read. I then evaluate how elementary assessment, which relies heavily on fluency, can contribute to an overemphasis of fluency instruction. I argue this overemphasis of fluency instruction and lack of instruction in comprehension could be a cause of students' reading difficulties not being recognized until later grades. To avoid assessing students purely on fluency, I look at other forms of assessment, that include measures of comprehension assessment, which could provide a clearer picture of students' reading proficiency. I then examine intervention programs and practices that may be most appropriate for remediation. I argue interventions are best when they are tailored to the specific needs of the individual student, and so, schools should avoid purchasing packaged programs. Finally, I discuss a need for more research on seeing if there is a causal connection between a shift in practice to include more comprehension instruction in the early elementary years and fewer reading problems in the secondary years.
Temple University--Theses
Richards, Spencer M. "Lifestyle Intervention in Emerging Adulthood: A Brief Acceptance-based Behavioral Intervention with Young Adults." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4419.
Full textTan, Tiara. "Honouring parental priorities in communication intervention for prelinguistic behaviour /." [St Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16766.pdf.
Full textTarrant, Robert Gerard. "Early childhood intervention in rural Newfoundland, a community-based approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ54964.pdf.
Full textJaffe, Christy Thorne. "Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07282006-144652/.
Full textTitle from title screen. Joel Meyers, committee chair; Barbara Meyers, Ramona W. Matthews, Christine Siegel, committee members. Electronic text (146 p.) : digital, PDF file. Description based on contents viewed Aug. 15, 2007. Includes bibliographical references (p. 127-135).
Jansson, Markus. "Insomnia: psychological mechanisms and early intervention : a cognitive-behavioral perspective /." Örebro : Universitetsbiblioteket, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-175.
Full textSaracino, Jennifer L. "Early intervention for children with developmental delays : a national inventory." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101893.
Full textSaracino, Jennifer. "Early intervention in Canada: perceptions of parents and service providers." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104664.
Full textComme le gouvernement fédéral ne favorise pas l'intervention précoce au Canada, les décisions reposent sur les épaules des juridictions provinciales et territoriales. Cela explique les nombreuses divergences au niveau du support et des services à travers le pays. 427 fournisseurs de service canadiens et 381 parents canadiens ont pris part à notre étude. Nous avons comparé les variables des provinces et territoires, incluant le financement, les délais d'attente, l'intensité du programme, la satisfaction des parents et des professionnels du secteur, la globalité des services, les stratégies d'ajustement et la perception des soins centrés sur la famille.À l'analyse de plusieurs variables telles que les temps d'attente, la quantité de services offerts et le niveau d'appréciation du programme, on remarque plus de similarités que de différences parmi les professionnels canadiens offrant ces services. À travers le Canada, les parents ont aussi rapporté des similitudes en termes de moyenne de délais d'attente, d'âge moyen de début des interventions, de stratégies d'ajustement des familles et de perception des soins centrés sur la famille. Malgré plusieurs correspondances dans nos statistiques nationales, nous avons aussi relevé quelques différences au pays. D'après le rapport des parents, les enfants albertains reçoivent leur diagnostique considérablement plus tôt que les enfants québécois. Les parents canadiens ont aussi affiché des distinctions en termes de satisfaction face à leur programme respectif ; les parents de la Nouvelle-Écosse et de l'Alberta affectionnant davantage leur programme. Enfin, nous remarquons un niveau de satisfaction variable face à l'appui gouvernemental, les parents albertains démontrant encore une fois un niveau plus élevé de satisfaction. Nous discutons des implications pour les professionnels de service, les familles, les chercheurs et autres joueurs-clef. De nouvelles pistes de recherche sont aussi explorées.
McCarthy, D. J. "Therapeutic policing? : early intervention, anti-social behaviour and social control." Thesis, University of Surrey, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549462.
Full textGuo, Yujuan Kirsty, and 郭玉娟. "Evaluating the impact of family intervention services in early psychosis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46935885.
Full textSellers, Margaret. "Home-based early intervention with deaf children and their families." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246009.
Full textKamara, Dana. "Socioemotional Screening for Toddlers in Early Intervention: Agreement Among Measures." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469578087.
Full textCaccavo, Nicole Marie. "Early Intervention, Research and Therapy Center for Children with Autism." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1199.
Full text