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Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study

Authors
  • Palmer, Susan B.1
  • Fleming, Kandace K.1
  • Summers, Jean Ann1
  • Erwin, Elizabeth J.2
  • Maude, Susan P.3
  • Brotherson, Mary Jane4
  • Stroup-Rentier, Vera5
  • Haines, Shana J.6
  • Zheng, Yuzhu Z.7
  • Peck, Nancy F.8
  • Wu, Hsiang-Yi1
  • 1 University of Kansas, KUCDD, Beach Center on Disability, 1200 Sunnyside Ave, Lawrence, KS, 66045, USA , Lawrence (United States)
  • 2 Montclair State University, Montclair, NJ, USA , Montclair (United States)
  • 3 Maude Consulting, LLC, Washington, DC, USA , Washington (United States)
  • 4 Iowa State University, Ames, IA, USA , Ames (United States)
  • 5 Westat, Rockville, MD, USA , Rockville (United States)
  • 6 University of Vermont, Burlington, VT, USA , Burlington (United States)
  • 7 Boise State University, Boise, ID, USA , Boise (United States)
  • 8 Keene State University, Keene, NH, USA , Keene (United States)
Type
Published Article
Journal
Advances in Neurodevelopmental Disorders
Publisher
Springer International Publishing
Publication Date
Mar 08, 2019
Volume
3
Issue
2
Pages
188–196
Identifiers
DOI: 10.1007/s41252-019-00106-0
Source
Springer Nature
Keywords
License
Yellow

Abstract

ObjectivesFoundations for self-determination begin in early childhood for children with disabilities with the onset of self-regulation and engagement in activities at home, school, and in the community. This article describes the development and preliminary results of an intervention model that encourages collaborative practices for parents and teachers around short-term goal setting to adjust environments for young children with special needs or at risk for delay.MethodsThe Foundations Intervention was used with 48 children in authentic early childhood settings and involved parents, teachers, and a facilitator to enhance children’s self-regulation and engagement at home and school.ResultsResults showed feasibility of the intervention; positive child outcomes in goal attainment, self-regulation, and engagement measures were also evident.ConclusionsWhen parents and teachers communicated about a child’s strengths and needs within routines at home and school, this appeared to strengthen parent and teacher connections and helped children become more engaged or regulated in daily activities.

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