Journal of Early Intervention

This study examined the relationship between the attributions held by mothers and fathers regarding their preschool child with disabilities. In addition, the study addressed parental well-being and the relationship between attributions and well-being. The subjects were 27 couples whose preschool children with disabilities attended the same educational program. We interviewed each parent independently in the home regarding his or her attributions. In addition, each parent completed the Personal Well-Being Index developed by Dunst and Trivette (1985). Results indicated that 85% of mothers and 74% of fathers asked themselves “Why me?” upon finding out that their child was disabled. At the time of the study (3-5 years later), these percentages had declined to 37% and 33% respectively. Mothers who were still asking “Why me?” tended to show lower levels of overall well-being. Fathers who did not blame fate, the obstetrician, or someone else had higher total personal well-being scores. We have discussed these results, in light of the differences between mothers and fathers and the need to focus future research on the adjustment and perception of individual family members.

This investigation was conducted to teach paraprofessional staff members working with infants in a mainstreamed day care program to engage in more positive interactive behaviors during caregiving routines. Staff members were taught through brief individual training sessions to engage in interactive games during diaper changing. We used a multiple probe design across staff members to evaluate the training. Data were collected from video tapes of diapering and feeding routines. The results indicated that the staff members increased their frequency of game playing and other interactive behaviors during diapering, but the increases were not evident in the generalization feeding routines. This paper describes implications for training staff in mainstreamed settings.

This study examined the effects of reducing teacher support during reading activities on the on-task behavior of 11 young children with special needs in three cross-categorical early childhood special education classrooms. The results showed that on reduction of teacher attention, the children in two of the classrooms performed their reading tasks appropriately. The children in the third classroom did not maintain their on-task behavior with minimal teacher support; however, on implementation of a simple checksheet procedure, three of the four children's performance improved. A discussion follows of implications for arranging instructional environments to promote successful experiences for children with special needs in regular classrooms.

Interest is growing in the contributions of qualitative research to the field of early childhood special education. One qualitative method, focus groups, is examined. This article discusses what types of early childhood special education questions might be addressed in focus groups and suggests guidelines by which to consider the quality of design of focus group use in early childhood special education research. Four key questions are explored that aid in designing and judging focus group research. These include: (a) Who should participate in the focus groups? (b) What checks on credibility should we include? (c) How shall we maintain research stability while allowing for an emergent design? and (d) How will the Information gained in the focus groups inform us about the general phenomenon?

The present study investigated the measurement integrity of data collected using the Family Needs Survey (FNS). The data provided by 53 mothers of children with disabilities were subject to both classical test theory analyses and to factor analysis. The areas that the mothers considered “definite” needs were also compared with similar analyses conducted in a previous study. Results suggest that the FNS yields reasonably valid data regarding family needs.

The purpose of this study was to compare the concurrent validity of the Battelle Developmental Inventory (BDI) with the Vineland Adaptive Behavior Scales (Vineland) and the Bayley Scales of Infant Development (Bayley). The sample included 67 children with motor delays and a mean aye of 18.63 months. These children were administered either the Vineland, Bayley, and/or the BDI or some combination of all three. As a replication of McLean, McCormick, Bruder, and Burdy (1987), this study revealed similar flndlnys and Indicated that the BDI possessed moderate to hiyh levels of concurrent validity with appropriate subtests from the Vineland and the Bayley.

The Case Method of Instruction (CMI) is presented as one alternative method of training early interventionists to perform the increasing number and complexity of skills expected of all professionals in our rapidly changing field. CMI focuses on the teaching of application and problem-solving skills through active participation of trainees in the solving of complex, realistic case situations. The basic principles of CMI are presented with a discussion of its suitability to preservice and inservice early intervention personnel preparation. Variations in extent of use and format of CMI are discussed and specific instructional strategies for conducting case discussions are provided.

Multiple logistic analysis, a research methodology being applied with increasing frequency in epidemiology, offers advantages that would be equally useful in early Intervention research Logistic regression provides the capability of assessing the degree of association of multiple factors such as subject or situational characteristics, with a dichotomous outcome such as benefiting or not benefiting from an intervention. The method results in an estimate of the probability of each outcome. We describe the methodology and its advantages and disadvantages.