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.
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The focus of this thesis is on understanding Early Intervention as a discourse; how it is generated and reproduced and how it makes possible certain processes and practices and limits others. In particular the study explores the dominant discourses of neuroscience and evidence-based practice that are associated with the notion of early childhood and how these are translated in policy and practice. The thesis identifies approaches to Early Childhood Intervention being implemented in the community, considering what kind of evidence these are based on as well as exploring how dominant discourses from research and policy might support some approaches and inhibit others. This is explored through a single complex case study of a self-proclaimed Early Intervention City in Northern Ireland. The framework for the study uses Bourdieu’s ‘thinking tools’ of ’habitus’, ‘capital’ and ’field’ to explore the ways in which Early Intervention discourses impact on young children, parents and communities as well as in the broader political and policy context. The study findings highlight the ways in which the policy discourse, claiming an evidence base from neuroscience and research, locates the origin of a range of social problems in a deficit model of neurological development in early childhood and advocates parenting programmes as a solution which will bring transformative change. The analysis of accounts from the field however demonstrated a high degree of critical engagement amongst parents/carers, programme providers and policy makers. Community based practice and ‘home grown’ initiatives struggle within the policy field for recognition, yet ‘home grown’ carries significant social capital within and across communities. Professional wisdom, experience and expertise also carries significant capital in communities and with parents, particularly when this is flexible and attuned to their needs. It is suggested that the most significant challenge in all of this however is that while ‘silver bullet’ claims from evidence based programmes persist and ‘home grown’ initiatives promise community contextualised solutions, social inequalities for young children in the case study area remain persistently intractable.
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Lane, Valeri J. "Emotional labor in early intervention." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4169.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.The 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.
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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.
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The focus of this book is on speech production and speech processing associated with cleft palate, covering phonetic (perceptual and instrumental), phonological and psycholinguistic perspectives, and including coverage of implications for literacy and education, as well as cross-linguistic differences. It draws together a group of international experts in the fields of cleft lip and palate and speech science to provide an up-to-date and in-depth account of the nature of speech production, and the processes and current evidence base of assessment and intervention for speech associated with cleft palate. The consequences of speech disorders associated with cleft on intelligibility and communicative participation are also covered. This book will provide a solid theoretical foundation and a valuable clinical resource for students of speech-language pathology, for practising speech-language pathologists, and for others interested in speech production in cleft palate, including researchers and members of multi-disciplinary cleft teams who wish to know more about the nature of speech difficulties associated with a cleft palate.
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Trivette, Carol M. "Engaging Families in Early Intervention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4457.
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Come join the Military Families Learning Network Early Intervention team on Wed., June 29, from 12:30-1:30 ET for an interactive discussion related to the webinar "Engaging Families to Focus on Intervention Strategies" held on June 23.
We want to hear your thoughts, opinions, and experiences related to interactions you have had with families of young children with disabilities and how those interactions strengthen the family’s ability to support their child’s learning.
Were you not able to participate in the webinar on the 23rd? No worries! We would still love to hear from you! And if you want, you can go to the archived webinar and listen to it before the Lunch & Learn. Come share your expertise and learn from others during this interactive forum.
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Ritter-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.
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Quiring, Jason Matthew. "Early intervention and major depressive disorder /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055704.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. 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.
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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.
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Trivette, Carol M. "Supporting Adult Learning in Early Intervention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4450.
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Gatmaitan, 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.
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Decker, 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.
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The current study used a quasi-experimental comparison group pre/post-test design to examine the effectiveness of the Language and Play Everyday (LAPE) program for improving EI/ECSE practitioners’ knowledge, use of, and confidence in using Caregiver Implemented-Naturalistic Communication Interventions (CI-NCIs). Participants included 20 EI/ECSE practitioners across IDEA-related disciplines, eight with prior LAPE experience. 10 practitioners took part in a new, more intensive LAPE program, and 10 did not. Analysis of pre/post-questionnaires revealed that practitioners with prior LAPE experience reported significantly higher use of CI-NCI skills and mean self-efficacy ratings than those without LAPE experience. Practitioners who participated in the new, more intensive program used significantly more skills and scored significantly better on a knowledge test than those who did not participate, even when controlling for prior LAPE experience. These findings indicate that the LAPE program is a promising model to train EI/ECSE practitioners across disciplines in CI-NCIs.
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Tseng, Shu-hsien. "Interagency collaboration in early intervention participants' perspectives /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1495.
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Thesis (Ph. D) -- University of Maryland, College Park, 2004.Thesis 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.
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Graziano, Christina R. "A pediatric intervention to support early literacy." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CGrazianoPartI2007.pdf.
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Reynolds, Michele K. "Early intervention services in the natural environment." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236377.
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The purpose of this study was to investigate the different perspectives of familycentered, natural environment early intervention programs. Specifically, the family's perception of early intervention services were compared to that of the speech-language pathologists' (SLPs) perception of these programs. The perspectives of the speech language pathologist and the families receiving early intervention services were explored to determine the overall satisfaction with the current early intervention model and practices, related to the assessment procedures and intervention practices utilized by the SLP. Results of this research study indicated that the parents of children with special needs are generally satisfied with the early intervention services being provided to their child and family. Respondents of the speech-language pathologist survey indicated that the current service model is appropriate and useful when working with the majority of families receiving early intervention services. Strengths and weaknesses of the familycentered, natural environment early intervention program are further discussed.Department of Speech Pathology & Audiology
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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.
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Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top-Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for developmental delays due to poverty or disability. Although IDEA, Part C programs were not specifically targeted by this initiative, policies associated with RTT-ELC may have an indirect impact on state EI programs. The purpose of this study was to examine the effects of RTT-ELC on Part C programs by comparing states that received federal grants to states that did not. This study used a social justice framework to identify variables that inform equitable access to high quality Part C programs. Data were extracted from Part C state profiles and compared across states. Awarded states were more likely to increase enrollment of infants and toddlers in Part C Programs and were more likely to use broad eligibility criteria. These findings indicated that although differences were small they could become more pronounced over time. The need for policy change in Part C programs and federal early learning initiatives to directly target infants, toddlers and families in poverty are highlighted through the results of this study.
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Rodriguez, 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.
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xiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.As 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
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McPhail, Lorna May. "Early intervention for stealing: Interrupting the antisocial trajectory." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/1545.
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This study investigated the effectiveness of the Triple P Programme to reduce stealing behaviour in three preadolescent children. Using behavioural monitoring and self-report questionnaires, outcome measures included stealing behaviour, parenting practices, parenting efficacy, and parental mental health. A measure of change was also included to identify change points in the therapeutic process. Results suggest that parent training is effective in the reduction of stealing behaviours, as positive changes were found across all the measures employed. This early intervention has the potential to disrupt an antisocial developmental trajectory for children who steal. Limitations of the study and directions for future research are discussed.
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Gauntlett, Graham Leonard. "A systematic assessment of an early Autism intervention." Thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/23805.
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Friedman, 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/.
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Thesis (M.S.)--Florida State University, 2009.Advisor: 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.
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Agiri, Rievu. "Social Workers and Early Intervention with Diabetic Clients." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6876.
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Social workers are uniquely positioned to facilitate early intervention services that minimize the impact and burden of Type 2 diabetes. There is little evidence on the specific role that social workers play in addressing the psychosocial factors that exacerbate the condition or impact treatment outcomes. The purpose of the study was to examine the role of social workers in facilitating early interventions for clients with Type 2 diabetes. The theories of role and organizational systems provided the conceptual framework. Data was collected from interviews with eight participants with Master's degrees in Social Work in a large Southwestern state in the United States. An open coding method analysis was used to identify the themes. The study findings showed that early interventions are scarcely provided in social work services for persons diagnosed with Type 2 diabetes. However, social workers typically assume the role(s) of: educator; resource broker; change agents for clients; counselor; advocate and community change agent, in early intervention services. Recommendations for improving social work early intervention in the treatment of Type 2 diabetes include giving recognition to social workers' position, creating opportunities that foster their ability to deliver that are beneficial to the patients, and providing more experiential-based learning and advanced training in medical conditions. The findings could positively impact social change by providing useful knowledge for social workers, nurses, and other health workers who are searching for direction in decreasing the rising risks for complications, and exacerbation of diabetes.
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Gatling, 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.
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The reauthorization of the Individuals with Disabilities Act (IDEA) in 1997 increased educational standards and accountability for the education of students with disabilities. Specifically, the amendments of IDEA 1997 were directed at improving the results for all children served in Part B (early childhood special education) and Part C (early intervention). IDEA 1997 required that states develop a plan, including transition policy, procedures and practices to create a smooth transition from Part C (early intervention) to Part B (early childhood special education) services. IDEA 1997 also required that parents, school administrators, service coordinators, and special educators be involved in the transition process.
In 2004, IDEA 1997 was amended and is now known as IDEA 2004. Among the many amendments of this legislation are increased emphasis on early intervention services and transition. This suggests that the transition process from Part C to Part B should be revisited by all agencies involved to ensure that smooth transitions occur. Few studies have addressed the transition process and no studies were found that looked comprehensively at the transition process among parents, administrators, and other service providers. The purpose of this study was to better understand the facilitators and inhibitors to successful transitions through the perceptions of all stakeholders involved in the process using three case studies. Major findings indicate that factors that may interfere with a smooth successful transition process include: (1) parents’ concerns about services, (2) confusion about meetings, and (3) lack of information, while factors that facilitate a successful transition include: (1) meaningful involvement and communication among all parents and school representatives and (2) having adequate information for decision-making. The findings reveal that although the school system was in compliance with the transition process, there were clear areas for improvement.Ed. D.
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Burks, Carrie C. "ASSESSMENT IN EARLY CHILDHOOD INTERVENTION: THE IMPORTANCE OF TRAINING." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/68.
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Information collected from multiple domain child developmental assessments, known as five area assessments, are being used in early intervention for high stakes purposes such as program monitoring. As a result, it is important to examine variables that may affect test administration fidelity and its impact on obtaining valid data. The purpose of this study was to survey early intervention service providers in the state of Kentucky to determine possible independent variables that may affect their comfort level in administering five-domain tests. Surveys were made available to all early intervention service providers within the Kentucky First Steps early intervention program. Data were analyzed to determine the effect of independent variables such as: amount and format of training in administering assessments, amount and format of training in child development, years of experience, educational degree level, certification in interdisciplinary early childhood education, and discipline area on a provider’s comfort level in administering five area assessments. The results of the study indicated a statistically significant positive relationship between the amount of assessment training a provider received and their self-perceived comfort level in administering assessments.
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Rutland, Julie Harp. "FACTORS RELATED TO SIBLING INVOLVEMENT IN EARLY CHILDHOOD INTERVENTION." UKnowledge, 2012. http://uknowledge.uky.edu/edsrc_etds/1.
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Professionals in early intervention have little information about the levels of sibling involvement in intervention, factors that contribute to sibling involvement, or how sibling involvement is related to families’ perceptions of self-efficacy. Few studies have investigated siblings in early intervention, and none have focused on relationships between sibling involvement in early intervention and parent self-efficacy. Using quantitative survey research this study investigated factors related to sibling involvement in early intervention strategies. Respondents completing the survey consisted of 129 parents who had a child enrolled in Michigan’s early intervention program, and at least one sibling in the home. Results indicated a significant relationship between sibling use of early intervention strategies and 1) the region in which the family lives, and 2) the age difference between the siblings in each sibling dyad. Practical implications of the findings are discussed.
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Kallal, Anna Denise. "Autism and our community: Feedback from early intervention providers." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1868.
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AN ABSTRACT OF THE THESIS OF Anna Kallal, for the Masters of Science degree in Communication Disorders and Sciences presented on March 28, 2016, at Southern Illinois University Carbondale. TITLE: AUTISM AND OUR COMMUNITY: FEEDBACK FROM EARLY INTERVENTION PROVIDERS MAJOR PROFESSOR: Dr. Valerie Boyer Early Intervention (EI) providers often work closely with children who are diagnosed with autism spectrum disorder (ASD) or children who have signs and symptoms of ASD. An understanding of the characteristics in children at early ages can lead to an earlier diagnosis of ASD. The current study investigated specific characteristics that EI providers identify prior to making a referral for an ASD evaluation as well as what treatment strategies EI providers report utilizing when working with children who have ASD. Information was gathered for this study by use of a survey. The survey contained two vignettes of children with varying degrees of ASD characteristics. Speech-Language Pathologists (SLP) who work as EI providers responded to a survey. Results showed that respondents were more willing to make referrals for ASD evaluations when a child displayed more severe characteristics. Respondents listed treatment strategies they were likely to employ with children who display similar characteristics of the children in the vignettes. The researcher identified from survey responses that EI providers are more likely to identify social communication characteristics when describing features critical to referral. This study identifies the characteristics important to making earlier referrals for ASD evaluations, as well as what treatment strategies work best when working with children with ASD.
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RODRIGUEZ, 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.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO 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.
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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.
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ARIAUDO, 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.
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La prematurità rappresenta oggi un problema sempre più importante per la salute pubblica. Lo scopo della ricerca di questo settore è di individuare precocemente i soggetti altamente a rischio e i soggetti che potrebbero essere in grado di avere un outcome positivo, al fine di evitare follow-up superflui. I progressi continui nelle tecniche ostetriche e nell'assistenza intensiva e neonatale aumentano la quota dei bambini che sopravvivono alla nascita pretermine senza gravi danni cerebrali, tuttavia la strategia più promettente per promuovere il loro potenziale di crescita sembra agire sul loro ambiente, con un programma di intervento precoce.
Definizione di un protocollo di intervento precoce e studio sperimentale per valutarne la fattibilità, applicabilità ed efficacia. Si tratta di uno studio randomizzato in singolo cieco (l'analisi dei dati è stata fatta in cieco) che ha coinvolto 42 neonati prematuri ad alto rischio e le loro madri divisi in due gruppi di uguali dimensioni e reclutati a caso (ogni bambino è stato assegnato in precedenza a uno dei gruppi, secondo l'ordine di nascita). Criteri di inclusione per lo studio: età gestazionale ≤32 settimane e/o peso alla nascita ≤1500 g; Madri con una buona conoscenza dell'italiano parlato e scritto; Consenso informato scritto. Per entrambi i gruppi erano previsti quattro punti di controllo: al reclutamento, alla dimissione ospedaliera, a 40 settimane di età gestazionale, a 3 mesi di età corretta.
Per i neonati: ad ogni check-point sono stati eseguiti esame neurologico, videoregistrazione dei General movements, esame comportamentale da parte del TNPEE, e alla dimissione ospedaliera e 40 settimane di età gestazionale anche a Neonatal Intensive Care Network Neurobehavioral Scale (NNNS) sottoscala Attenzione (orientamento), Scala senso-motoria per il neonato e la videoregistrazione secondo il protocollo Global Rating Scale (GRS).
Per le madri: al reclutamento è stato proposto un diario quotidiano per annotare la presenza in NICU/ la durata/eventuale terapia Kangoroo (SCENE); alla dimissione sono stati discussi alcuni suggerimenti di "cura" con il TNPEE ed è stato consegnato un libretto informativo riguardante le caratteristiche e lo sviluppo dei neonati pretermine. Sono stati inoltre consegnati il PSS-NICU, la scala EPDS, la scala MSPSS, il questionario NPST; A 40 settimane di età gestazionale è stata data la scala MPAS e il questionario PSI; A 3 mesi di età corretta un questionario sugli eventi stressanti, il PSI, l'EPSD, il MSPSS. Solo per il gruppo sperimentale (Early Intervention Protocol): dal reclutamento all'uscita ospedaliera sono stati proposti 2 incontri con un piccolo gruppo di madri, un neuropsichiatra infantile ed un TNPEE per descrivere alcune caratteristiche tipiche dei neonati pretermine, alcune esigenze particolari nelle abitudini di cura e parlare di prematurità; dal reclutamento alla dimissione 3 incontri individuali con ciascuna madre e il TNPEE alla culla per osservare insieme quel singolo bambino; A 40 settimane e a 3 mesi di età corretta è stato effettuato un colloquio con ciascuna madre, il neuropsichiatra infantile e il TNPEE per valutare i cambiamenti nel bambino e nell'atteggiamento della madre.
Analisi statistica (statistica descrittiva, T test, analisi K, analisi fattoriale, coefficiente alfa di Cronbach, coefficiente di correlazione Pearson, ANOVA) dei risultati.
Studio condotto in collaborazione tra Unità Neurologica e Psichiatrica Infantile, C. Mondino IRCCS Istituto Neurologico Nazionale di Pavia, NICU della Fondazione IRCCS Policlinico San Matteo di Pavia e Unità di Sviluppo del Bambino 0-3 anni, IRCCS Nostra Famiglia Eugenio Medea Istituto Bosisio Parini. Abbiamo arruolato e valutato fino a 3 mesi di età corretta (fine del progetto) 42 bambini (21 nel gruppo sperimentale e 21 nel gruppo di controllo); 29 soggetti non hanno fornito il consenso allo studio e 71 non sono stati arruolati per motivi diversi.Prematurity 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.
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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.
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This thesis represents an exploration of the experience of and recovery from the early stages of psychosis, focusing specifically on first-person accounts. In section one, ten qualitative papers in this area were reviewed and integrated to form a meta- synthesis. The findings of this review suggests that first-episode psychosis is not only traumatic but also has transcendental qualities. Professionals working in this area need to convey this with messages of hope that challenge the traditional belief that experiences of psychosis are incompatible with living a 'normal' life. It also indicates that the process of active meaning making individuals' naturally assume, to attempt to make sense of their experiences, is facilitated using an individualised and tailored approach, rather than relying on prescriptive explanatory models. However, the review highlights the methodological limitations of research in this area and suggests qualitative methodology that encourages participants to freely describe their experiences would add to the existing evidence base. To this end, section two reports the findings of a narrative analysis of six service users' experiences of psychological change and recovery within early intervention services in psychosis. The findings illustrated recovery in this context as a gradual process, punctuated with sudden, pivotal moments that seemed to concide with participants making attempts to become agents in their own change. The study highlights the importance of structure and activity as well as the power of feeling heard. It also argues for more a compassionate approach to recovery rather than reiterating influential social discourses around the importance of work in this process. The journey taken by the researcher through the research process is discussed in section three, with an emphasis on personal reflections and methological evaluation as well as implications for future research.
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Legault, Lyne. "Effectiveness of an early intervention and its predictive measures." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23652/23652.pdf.
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Qiu, 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.
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Hubbard, Jodi L. "Teacher perceptions regarding truancy causes and early intervention strategies /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hubbardj.pdf.
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Nan, Yucen. "High-Credibility Edge Analytic System for Early Medical Intervention." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27309.
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The tremendous upsurge in the size of datasets has started gaining momentum a decade ago in science, finance, and every slice of our everyday life. The same scenario of the data volume explosion also arose in medical healthcare, and the elaborate management and exhaustive exploration of these heterogeneous data play important roles in modern medical care services. Traditional healthcare systems have been unable to cope with this complicated situation. After the popularity of digitized medical records and the evolution of the worldwide network interconnection, cloud computing has been proposed and successfully applied in healthcare with its advantages in competitive advantages, information sharing, and dynamic resources. However, along with the growing aspiration of patients, it is inevitable to gradually reform the structure of the healthcare system from the hospital-oriented centralized healthcare system to the patient-oriented distributed mobile healthcare systems (also termed as mHealth). Moreover, IoT (Internet of Things) provides an efficient and structured way to implement distributed patient-oriented mHealth systems, which inevitably leads to the exponential generation of medical data. To better adapt to the requirements (like time and energy consumption) of mHealth, edge computing has emerged as an effective implementation to complement and improve mobile healthcare systems supported by cloud computing. It is a big step to make healthcare systems more sensitive and flexible. Establishing the edge-based smart healthcare system is one of the best methods to alleviate the gigantic press on public medical care. This thesis aims to present the high-credibility edge analytic system for early medical intervention, covering every stage of the entire medical IoT ecosystem, which can be applied to non-specific or general disease treatments. This thesis summarizes the open issues for each stage within the system and further proposes corresponding solutions: from multi-view learning to improve learning performance to the implementation of interpretable results for medical prediction and analysis in conjunction with the outbreak of the COVID-19. And finally, under the consideration of the entire system architecture, security is guaranteed vertically interpretable analysis of edge distributed computing. These works cover almost all stages of the entire medical IoT ecosystem. We have given a variety of practical application scenarios and obtained the corresponding expected results through detailed and feasible experiments.
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Jones, 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.
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Growing numbers of preschool children are being referred to mental health services with symptoms of Attention Deficit Hyperactivity Disorder (ADIID), and medication is increasingly being used to treat them (Zito, Safer, dosReis et al., 2000). However, there is limited evidence for the short- and long- term efficacy of medication (Greenhill, Kollins. Abikoff et al., 2006), concerns over adverse effects (Wigal, Greenhill, Chuang, et al., 2006) as well as ethical objections to medical intervention at such an early stage in development (Perring, 1997). Consequently, there is a need to provide effective psychosocial interventions for this population (Conners, March, Frances, Wells, & Ross, 2001). A literature review of preschool ADHD (Chapter 2) identified three parent-training (PT) programmes that have demonstrated effectiveness in reducing ADHD symptoms, and concluded that PT may provide an effective first-line intervention for preschoolers with ADHD symptoms. The three empirical studies (Chapters 3,4, and 5) evaluated the efficacy of one of these programmes - the Incredible Years (I Y) BASIC PT programme - within a community sample of preschool children with signs of early emerging conduct problems and ADHD. Study one (Chapter 3) examined the short-term efficacy of the lY intervention, using a randomised controlled group design. Following the delivery of the programme, the intervention group was associated with significantly lower levels of parent-reported ADHD symptoms, compared to a wait-list control group. The second empirical study (Chapter 4) examined the longitudinal stability of intervention-Mated gains. Results demonstrated that improvements were maintained at 12- and 18- month follow-ups. Early Intervention for Preschool ADI ID and Conduct Problems xv The third study (Chapter 5) explored potential predictors, moderators, and mediators of outcome within this sample. Moderator analyses failed to uncover significant associations between risk factors and outcome, suggesting that the intervention was effective even for the most disadvantaged families. Predictor analysis suggested that those with the most severe levels of ADHD at baseline were most likely to benefit from intervention. Maternal depression was associated with poorer long-term outcome at 18-month follow-up, although it was not associated with initial treatment response. Mediator analyses indicated that enhanced positive parenting skill was a significant partial mediator of outcome, suggesting that positive parenting is one of the key mechanisms contributing to intervention success. The short-term efficacy, longitudinal stability, and lack of outcome moderators suggest that the lY is a valuable and stable intervention when delivered as a preventive intervention for preschool children presenting with ADHD symptoms, even for families traditionally considered to be 'hard to treat'.
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Escobar, Colette M. "Contingent Valuation of Early Intervention Programs for Handicapped Children." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/4100.
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Early intervention programs for handicapped preschool children may have long-term implications for the children and their families. Economic eva luations of these programs have been conducted to measure costs and bene fit s, but parental wi l lingness-to-pay has been overlooked in these analyses. Parental willingness-to-pay, as a measure of consumer surplus, could complete the measure of benefits and provide both policymakers and practitioners with useful information for decisionmaking. In this study, the impli cations of eliciting willingness-to-pay responses for an early intervention program for handicapped preschoolers are discussed. A survey technique, known as the contingent valuation method (CVM) , is applied to program to empirically estimate wil lin gness-to-pay for the total program and for particular components of the program. Also investigated are the implications of using a rationality test in the survey to determine if consumer responses are in accordance with assumptions for rational consumer behavior. Results indicate relatively high willingness-to-pay for the program as whole, but low value is associated with program components. This implies that parents may value these programs more for the respite rather than specialized services offered. Results of the rationality test support the hypothesis that such a measure is necessary in survey designs of this nature.
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Meyers, 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.
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Nelson, 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.
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This study examined the perceived impact and satisfaction levels of early intervention services of families living in the Appalachian region of northeast Tennessee. Families living in Hawkins and Johnson counties in the northeast region of Tennessee whose children with disabilities had recently exited an early intervention program participated in the study. The primary sources of data collection were personal interviews based on the Beach Center Family Quality of Life (FQOL) Scale (Beach Center on Disability, 2003), the Family Functioning Style Scale (FFSS) (Deal, Trivette, & Dunst, 1998), and member checks.
The FQOL contains 5 subscales: Family Interaction, Parenting, Physical or Material Well-Being, Emotional Well-Being, and Disability-Related Supports. Each subscale includes items unique to the subscale that participants examined and ranked (Low, Medium, or High) as to how important, how satisfied, and the priority for support regarding each item. The study focused on and addressed 1 of the 4 categories of family-based practices; strengthening family functioning (Trivette & Dunst, 2000). The findings of this study revealed that families, overall, were highly satisfied with the early intervention services received. The findings suggest that families in Hawkins and Johnson counties valued and found the need for family interaction important. The levels of support regarding individual subscales revealed some variations but maintained consistency within group majority expectations and family requirements. It can be concluded that the perceived impact of early intervention services met the needs of each individual participant in the area of family interaction and the satisfaction level was ranked high.
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Trivette, Carol M. "Engaging Families to Focus on Intervention Strategies." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4453.
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Young children with disabilities have better outcomes when their families are actively involved in supporting their child’s learning. This session will help Early Interventionists, private therapy providers, and other professionals working with young children with disabilities think about their interactions with the child's family and how those interactions strengthen a family’s ability to support their child’s learning.
In this 90 minute session participants will: Learn about strategies to increase parent participation in their child’s Early Intervention home visits and/or therapy sessions Explore possible strategies that can be used to engage a deployed parent in home visits and/or therapy sessions Observe through video, professionals working with a parent to enhance the parent’s use of effective intervention strategies Explore the use of tools and strategies that promote reflection on practices being used to engage families
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Nyarambi, 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.
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Stevenson, 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.
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Urban EducationEd.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
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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.
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Across the U.S., obesity and overweight represent a rapidly growing public health concern that have been associated with expensive and debilitating outcomes such as depression, cancers, diabetes, and other metabolic disorders, cardiovascular disease, and significant disruption in quality of life, in addition to the tremendous public health costs. The current study examined a brief, randomized-controlled trial of acceptance and commitment therapy (ACT) with overweight and obese young adults.
The results of this study hold important implications for future research in the utility of ACT to address overweight- and obesity-related lifestyle change. While the study was limited due to small sample size, it nevertheless suggested that weight-related psychological flexibility is an important construct to address and target in the treatment of overweight and obesity. It may be an effective means of decreasing emotional eating and improving a sense of control while eating. The findings support previous research supporting ACT as an empirically supported intervention for improving the quality of life of adults struggling with overweight and obesity. Results from this study are encouraging and support the utility of ACT, even in brief format, to possibly improve the lives of overweight and obese young adults.
Study participants were randomly assigned to a 4-week experimental ACT group or an information control group, which received psychoeducational materials regarding lifestyle behaviors recommended by the Centers for Disease Control and Prevention (CDC). The results of the current study broadly showed that the experimental intervention was effective at improving weight-related psychological flexibility, which was also associated with reductions in emotionally avoidant eating and uncontrolled eating. In addition, the study showed relationships between improvements in psychological flexibility and eating process variables.
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Tan, 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.
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Tarrant, 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.
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Jaffe, Christy Thorne. "Multiple Perspectives on Georgia's Early Intervention Program: A Qualitative Inquiry." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07282006-144652/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title 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).
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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.
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Saracino, 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.
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This study was designed to examine the most common characteristics, best practices, and gaps in service delivery at Early Intervention (EI) centres across Canada. A 29-item survey designed to investigate services, funding, waitlists, satisfaction, and perceptions of success was completed by 184 service providers. Provinces and territories were grouped according to time zone and five resulting samples were compared. Samples were comparable in terms of waitlists, perception of success and government contributions. Significant differences were found in terms of the number of professionals working at the centre, with the Mountain and Eastern samples having the most multidisciplinary centres. In addition to making cross-province comparisons, Canadian findings were also explored. As the proportion of government funding decreased and private funding increased, ratings of satisfaction significantly increased. Findings were discussed in relation to the relevance to Canadian EI centres and directions for future research were explored.
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Saracino, 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.
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As the federal government does not mandate Early Intervention in Canada, decisions are left to provincial and territorial jurisdiction, resulting in discrepancies in services and supports across the country. In an effort to examine these differences, 427 Canadian service providers and 381 Canadian parents took part in our study. Provinces and territories were compared with one another on a number of variables including funding, wait times, program intensity, parent and service provider satisfaction, service comprehensiveness, coping strategies, and perceptions of family-centered care. Canadian service providers were more similar than different in terms of several variables, including average wait times, number of services, and ratings of program satisfaction. Parents from across Canada also reported similarities in terms of average age of service delivery onset, average wait times, parental coping strategies, and perceptions of family-centered care. Despite many similarities, several differences were also found across Canada. According to parent report, children in Alberta received their diagnosis significantly earlier than children in Quebec. Canadian parents also reported differences in terms of their satisfaction with their respective program, with parents in Nova Scotia and Alberta reporting the greatest levels of satisfaction. Differences were also found across Canada in terms of satisfaction with government support, again with parents in Alberta reporting the greatest levels of satisfaction. The implications for service providers, families, researchers, and other key stakeholders are discussed and directions for future research are explored.Comme 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.
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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.
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Guo, 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.
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Sellers, 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.
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Kamara, 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.
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Caccavo, Nicole Marie. "Early Intervention, Research and Therapy Center for Children with Autism." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1199.
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This book documents a design study and creative project undertaken toward the fulfillment of a Masters of Fine Arts Degree in Interior Environments at Virginia Commonwealth University in Richmond, Virginia. This book documents a year long accumulation of study and research done toward the development of an early intervention, therapy and research center for children with autism. This creative project demonstrates how an environment can be a catalyst for social interaction, way finding, therapy, and intervention. The goal was to design a space that would be multi-functional and also benefit the surrounding community. This design study will explain how colors and materials can affect children with autism and what colors and materials are detrimental to their functional abilities.