Early intervention

Current Opinion in Psychiatry

Volumn 16, Issue 5, 2003, Pages 503-509

  Baker, Bruce L ^a   Feinfield, Kristin Abbott ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Early child intervention; Intervention for children; Mental retardation; Parent training education; Prevention

Indexed keywords

AUTISM; CHILD; CHILD DEVELOPMENT; CHILD PARENT RELATION; COGNITION; DEVELOPMENTAL DISORDER; DISABILITY; EMPIRICISM; EVIDENCE BASED MEDICINE; FAMILY; HEALTH PROGRAM; HUMAN; MENTAL DEFICIENCY; METHODOLOGY; REVIEW; RISK FACTOR; TREATMENT OUTCOME; VALIDATION PROCESS;

EID: 0042928369     PISSN: 09517367     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001504-200309000-00003     Document Type: Review

References (59)

1. McCollum, JA. Influencing the development of young children with disabilities: Current themes in early intervention. Child Adol Mental Health 2002; 7:4-9. This is a very readable overview of early intervention and developments over the past two decades, focusing on two current themes underlying practice: development-in-context and systems-of-service.
2. Oser C, Ayankoya B. The early interventionist. Zero to Three 2000; 21:24-31.
3. Guralnick MJ. The effectiveness of early intervention: Second generation research. Baltimore: PH Brookes; 1997.
4. Shonkoff JP, Meisels, SJ. Handbook of early childhood intervention. 2nd ed. New York: Cambridge University Press; 2000.
5. Jones SM, Zigler E. The Mozart effect: Not learning from history. Applied Developmental Psychology 2002; 23:355-372. The authors cite the 'Mozart effect' as an example of a simplistic solution based on misapplication of early brain research, unreplicated findings, and methodological flaws. They argue for early intervention that is comprehensive, developmentally appropriate, and of sufficient duration and intensity.
6. Ramey CT, Ramey SL, Lanzi RG, Cotton JN. Early educational interventions for high-risk children: How center-based treatment can augment and improve parenting effectiveness. In: Borkowski, JG, Ramey, SL, Bristol-Power M, editors. Parenting and the child's world: Influences on academic, intellectual, and social-emotional development. London: Lawrence Erlbaum Associates; 2002. pp. 125-140. The authors provide an informative summary of three early educational interventions for high risk children (the Abecedarian Project, Project CARE, and the Infant Health and Development Program). They focus on the theoretical and empirical relationships between center-based treatments and the quality of the home environment.
7. Saylor, CF, Boyce GC, Price C. Early predictors of school-age behavior problems and social skills in children with intraventricular hemorrhage (IVH) or extremely low birthweight (ELBW). Child Psychiat Hum Devp 2003; 33:175-192.
8. Weiss SJ, Seed MS. Precursors of mental health problems for low birth weight children: The salience of family environment during the first year of life. Child Psychiatry Hum Dev 2002; 33:3-27. The authors' findings support a growing body of literature that suggests that perinatal risk factors have less of an impact than environmental context on children's emotional and behavioral development.
9. Blair C. Early intervention for low birth weight, preterm infants: The role of negative emotionality in the specification of effects. Dev Psychopathol 2002; 14:311-332. Findings from the Infant Health and Development Program (IHDP) indicate a relationship between higher negative emotionality in infancy and better subsequent developmental outcomes (behavior problems and intelligence) in low birth weight infants.
10. Blair C, Wahlsten D. Why early intervention works: A reply to Baumeister and Bacharach. Intelligence 2002; 30:129-140.
11. Perez LM, Peifer KL, Newman MC. A strength-based and early relationship approach to infant mental health assessment. Community M Health J 2002; 38:375-390.
12. Kleberg A, Westrup B, Stjernqvist K, Lagercrantz H. Indications of improved cognitive development at one year of age among infants born very prematurely who received care based on the newborn individualized developmental care and assessment program (NIDCAP). Early Hum Dev 2002; 68:83-91. This was a randomized clinical trial with encouraging findings, though tempered somewhat by small sample sizes and no long-term follow-up.
13. Cooper PJ, Landman M, Tomlinson M, et al. Impact of a mother-infant intervention in an indigent peri-urban South African context. Br J Psychiatry 2002; 180:76-81. Trained community workers provided in-home early intervention to 32 mothers in poverty neighborhoods in South Africa. Sensitivity to infant, coded from videotaped interactions, increased at 6 months relative to matched untreated controls.
14. Stormshak, EA, Kaminski RA, Goodman MR. Enhancing the parenting skills of head start families during the transition to kindergarten. Prev Sci 2002; 3:223-234.
15. Kumpfer KL, Alvarado R, Smith P, Bellamy N. Cultural sensitivity and adaptation in family-based prevention interventions. Prev Sci 2002; 3:241-246.
16. Olds D. Prenatal and infancy home visiting by nurses: From randomized trials to community replication. Prev Sci 2002; 3:153-172. This paper summarizes 25 years of research on a home visitation model of early intervention conducted with low-income mothers and children, utilizing randomized trials (n = 2270). Olds reports broad-based favorable outcomes and dissemination across three cities.
17. Drummond, JE, Weir AE, Kysela, GM. Home visitation practice: Models, documentation, and evaluation. Public Health Nurs 2002; 19:21-29.
18. Vogler SD, Davidson AJ, Crane LA, et al. Can paraprofessional home visitation enhance early intervention service delivery? J Dev Behav Pediatr 2002; 23:208-216. This was a 1-year randomized trial that compared paraprofessional-delivered intensive case management (n = 88) with less comprehensive basic case management from a nurse (n = 71). Intensive case management led to shorter time to complete assessments and more recommended services; time to early intervention initiation and visit compliance rate did not differ.
19. Buysse V, Bernier KY, McWilliam RA. A statewide profile of early intervention services using the part C data system. J Early Interv 2002; 25:15-26.
20. US Department of Education. 22nd Annual report to congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: US Department of Education; 2000.
21. Baker BL, Blacher J, Crnic KA, Edelbrock C. Behavior problems and parenting stress in families of three-year-old children with and without developmental delays. Am J Ment Retard 2002; 107:433-434.
22. Baker BL. Parent training. In: Jacobson JW, Mulick JA, editors. Manual of diagnosis and professional practice in mental retardation. Washington, DC: American Psychological Association; 1996. pp. 289-299.
23. Gavidia-Payne S, Hudson A. Behavioural supports for parents of children with an intellectual disability and problem behaviours: an overview of the literatures. Journal of Intellectual and Developmental Disability 2002; 27:31-55. This review of the parent education literature considered problem behaviors in young children with intellectual disability, approaches to assessment, behavioral intervention, and still-emerging parent/family-based interventions.
24. Feldman MA, Werner SE. Collateral effects of behavioral parent training on families of children with developmental disabilities and behavior disorders. Behavioral Interventions 2002; 17:75-83. Behavioral parent training was effective in reducing child problem behavior and family-related stress, as well as improving child and family quality of life, relative to wait-list controls.
25. Cowen PS, Reed DA. Effects of respite care for children with developmental disabilities: Evaluation of an intervention for at risk families. Pub Health Nursing 2002; 19:272-283.
26. Sayers LK, Cowden JE, Sherrill C. Parents' perceptions of motor interventions for infants and toddlers with Down syndrome. Adaptive Physical Activity Quarterly 2002; 19:199-219.
27. Glogowska M, Campbell R, Peters TJ, et al. A multimethod approach to the evaluation of community preschool speech and language therapy provision. Child Care Health Dev 2002; 28:513-521.
28. Piercy M, Wilton K, Townsend M. Promoting the social acceptance of young children with moderate-severe intellectual disabilities using cooperative-learning techniques. Am J Ment Retard 2002; 107:352-360. This controlled study indicates that children without disabilities are more accepting of children with disabilities following a cooperative-learning experience involving mixed groups of children.
29. Hodapp RM, DesJardin JL. Genetic etiologies of mental retardation: Issues for interventions and interventionists. Journal of Developmental and Physical Disabilities 2002; 14:323-338. The authors raise a number of questions and unresolved issues pertaining to interventions and the contemporary topic of genetic disorders and etiology-related behaviors.
30. Lovaas OI. Behavioral treatment and normal educational and intellectual functioning in young autistic children. J Consult Clin Psychol 1987; 55:3-9.
31. Green G, Brennan LC, Fein D. Intensive behavioral treatment for a toddler at high risk for autism. Behav Modif 2002; 26:69-102.
32. Harris SL, Handleman JS. Age and IQ at intake as predictors of placement for young children with autism: A four- to six-year follow-up. J Autism Dev Disord 2000; 30:137-142.
33. Maestro S, Muratori, F, Cavallaro MC, et al. Attentional skills during the first 6 months of age in autism spectrum disorder. J Am Acad Child Adolesc Psychiatry 2002; 41:1239-1245.
34. Osterling JA, Dawson G, Munson JA. Early recognition of 1-year-old infants with autism spectrum disorder versus mental retardation. Dev Psychopathol 2002; 14:239-252. This study has important implications for the early detection of autism spectrum disorder and hence earlier intervention.
35. Wolery M, Garfinkle AN. Measures in intervention research with young children who have autism. J Autism Dev Disord 2002; 32:463-478.
36. Chorpita BF, Yim LM, Donkervoet JC, et al. Toward large-scale implementation of empirically supported treatments for children: A review and observations by the Hawaii empirical basis to services task force. Clinical Psychology: Science and Practice 2002; 9:165-190. The authors evaluate the efficacy and effectiveness of child treatments, and discuss the difficulties associated with conducting and evaluating interventions for autism.
37. Kasari C. Assessing change in early intervention programs for children with autism. J Autism Dev Disord 2002; 32:447-461. This review, prepared for the National Academy of Science, covers comprehensive interventions for young children with autism, with a focus on methodological issues. Concentrating on 10 key studies, the author concludes that no study yet meets rigorous criteria for efficacy.
38. Goldstein H. Communication intervention for children with autism: A review of treatment efficacy. J Autism Dev Disord 2002; 32:373-396. This is a thorough review of empirical papers over the past 20 years evaluating speech and language intervention procedures applied to children with autism.
39. McConnell SR. Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. J Autism Dev Disord 2002; 32:351-372. This is a useful review of the last 20 years on the social interactions and relationships of young children with autism, with a specific focus on the effectiveness of different treatment approaches.
40. Horner RH, Carr EG, Strain PS, et al. Problem behavior interventions for young children with autism: A research synthesis. J Autism Dev Disord 2002; 32:423-446. This is a review of treatment with young autism between 1996 and 2000, noting that 60% of comparisons reported 90% reduction or more in problem behaviors. Major developments in behavior support include emphasis on preventing problem behaviors; utilizing functional assessments; more comprehensive interventions, and emerging emphasis on systems change.
41. Baranek GT. Efficacy of sensory motor interventions for children with autism. J Autism Dev Disord 2002; 32:397-422. This is a review of 30 years of research on sensory motor difficulties in children with autism, as well as the efficacy of interventions based in sensory processing or motor theories.
42. Chambless DL, Hollon SD. Defining empirically supported therapies. J Consult Clin Psych 1998; 66:7-18.
43. Harrington RC, Cartwright-Hatton S, Stein A. Annotation: Randomised trials. J Child Psychol Psychiatry 2002; 43:695-704.
44. McConachie H. Appropriate research design in evaluating interventions for children with disabilities. Child Care Health Dev 2002; 28:195-197.
45. Task Force on Psychological Intervention Guidelines. Template for developing guidelines: Interventions for mental disorders and psychosocial aspects of physical disorders. Washington, DC: American Psychological Association; 1995.
46. Eikeseth S, Smith T, Jahr E, Eldevik, S. Intensive behavioral treatment at school for 4- to 7-year-old children with autism: A 1-year comparison controlled study. Behav Modif 2002; 26:49-68. Children with autism who were just outside of the recommended age range for maximally effective treatment showed more gains upon completion of an intensive behavioral treatment than those in an eclectic intervention of the same intensity. Gains were comparable with those made by younger children reported in a prior study.
47. Johnson E, Hastings RP. Facilitating factors and barriers to the implementation of intensive home-based behavioural intervention for young children with autism. Child Care Health Dev 2002; 28:123-129.
48. Hastings RP, Symes MD. Early intensive behavioral intervention for children with autism: Parental therapeutic self-efficacy. Res Dev Disabil 2002; 23:332-341.
49. Smith T, Lovaas NW, Lovaas OI. Behaviors of children with high-functioning autism when paired with typically developing versus delayed peers: A preliminary study. Behavioral Interventions 2002; 17:129-143.
50. Perez-Gonzalez LA, Williams G. Multicomponent procedure to teach conditional discriminations to children with autism. Am J Ment Retard 2002; 107:293-301.
51. Whalen C, Schreibman L. Joint attention training for children with autism using behavior modification procedures. J Child Psychol Psychiatry 2003; 44:456-468.
52. Keogel RL, Symon JB, Koegel LK. Parent education for families of children with autism living in geographically distant areas. Journal of Positive Behavioral Interventions 2002; 4:88-103.
53. Fox L, Benito, N, Dunlap, G. Early intervention with families of young children with autism and behavior problems. In: Lucyshyn JM, Dunlap G, Albin RW, editors. Families and positive behavior support: Addressing problem behavior in family contexts. Baltimore: Paul Brookes; 2002. pp. 251-266.
54. Moes DR, Frea WD. Contextualized behavioral support in early intervention for children with autism and their families. J Autism Dev Disord 2002; 32:519-533.
55. D'Ateno P, Mangiapanello K, Taylor B. Using video modeling to teach complex play sequences to a preschooler with autism. J Pos Behav Interv 2003; 5:5-11.
56. Parsons S, Mitchell P. The potential of virtual reality in social skills training for people with autistic spectrum disorders. J Intellect Disabil Res 2002; 46:430-443. This is a highly informative review of behavioral and theory of mind approaches to social skills training, building to a review of the emerging literature on virtual reality technology.
57. Birenbaum A. Poverty, welfare reform, and disproportionate rates of disability among children. Ment Retardation 2002; 40:212-218.
58. Newacheck P, Yun-Yi H, Hochstein M, Halfon N. Access to health care for disadvantaged young children. Journal of Early Intervention 2002; 25:1-11. This study examined 3449 representative children under age 3 years. Children at risk because of low income, minority status, or lack of insurance were two to 12 times more likely to be without adequate healthcare. The key is lack of health insurance; when this was controlled for, income and minority status were no longer significant.
59. Mulick JA, Butter EM. Educational advocacy for children with autism. Behavioral Interventions 2002; 17:57-74.