Browsing by Subject "early intervention"
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Item The Effect of Early Intervention Programs on Students with Disabilities(2016-07-20) Tavarez, Katherine; Masters of EducationThe purpose of this study was to determine whether early reading intervention programs can improve reading deficits in middle school for children with disabilities. The measurement tool that was used was the Peabody Individual Assessment Revised or the PIAT-R for a post-test on each student in the study. Achievement differences were noted between those who had received early reading intervention and those who did not. The major threat to validity was that there was no pre-test for this study. Research should continue to assess how students with disabilities could benefit from early reading interventions.Item Improving Social Skills of Children with Developmental Delays(2018-12-16) DiBello, Megan; Masters of EducationSocial skill deficits are prevalent in children who are identified with developmental delays. As they can vary in severity and do not always remit with age, it is critical to intervene as early as possible to offset potentially persistent deficits as children develop. Some common early intervention approaches include structured play, small group lessons, and video modeling. The purpose of this study was to determine whether social skills training lessons using video modeling and structured play would improve the appropriate play or group participation skills of four- to five–year-old PreK/early intervention students with developmental delays. Two groups of students were assessed regarding their level of development related to both skills before and after each group was provided three weeks of interventions to develop either appropriate play skills (Morning PreK) or group participation skills (Afternoon PreK). The dependent variables for the study were the degrees of change in appropriate play or group participation skills. The independent variable was the social skills training intervention. Results indicated that students exhibited improvement in appropriate play skills and group participation skills when provided with direct instruction of social skills training, but these gains did not differ significantly from those of the control group for either skill. The current findings suggest that social skills training is important and when implemented with intentional planning, can improve social skills in children with developmental delays. However, since the gains in skills in this study did not differ significantly for the treatment and control groups, further research is required to more clearly determine how to help young children develop these skills at school.Item Individual Differences and Psychosis-Risk Screening: Practical Suggestions to Improve the Scope and Quality of Early Identification(Frontiers Media S.A, 2019-02-14) Schiffman, Jason; Ellman, Lauren M.; Mittal, Vijay A.Approaches to identifying individuals at clinical high-risk (CHR) for psychosis currently do not carefully weigh considerations around individual differences. Effective identification depends on awareness of factors beyond psychopathology as it is reflected in the current literature, such as sensitivity to idiographic circumstances and individual differences. The inability to address contextual factors when employing the status quo method of identification likely contributes to the unacceptably poor accuracy when identifying people at CHR. Individual differences related to factors such as culture, race, comorbidity, and development likely play an important role in accurate identification, and have the potential to improve the validity of approaches intended to identify this population. Tailored approaches to assessment based on an awareness of context, identity, setting, and preferences of clients are possible, and customizing assessment efforts accordingly may be useful for accurate identification of people at CHR. Highlighting the potential for the existing early identification paradigm to marginalize or misunderstand certain groups, we describe how effective identification and ethical diagnosis require sensitivity to individual differences writ large. We suggest that recognizing the importance of these factors advances a more inclusive and accurate approach to identification.