Esse trabalho descreve uma pesquisa realizada com pais de crianças entre dois e cinco anos de idade que apresentavam hipótese diagnóstica de autismo (CID F 84, escala CARS acima de 30 ou critérios do DSM-5). O objetivo do estudo foi verificar a eficácia de um programa de intervenção com os pais dessas crianças. As análises partiram de oito encontros com as crianças e/ou seus pais para fins de avaliação, orientação teórica e intervenção prática. As sessões foram filmadas para análise qualitativa e quantitativa e os questionários de avaliação e reavaliação foram tabulados individualmente para tratamentos estatísticos visando a mensuração da eficácia do programa. Os seguintes instrumentos foram utilizados: Questionário sociodemográfico, Questionário \"Perfil de dificuldades comunicativas de cuidadores de crianças no espectro do autismo\" (Balestro, JI & Fernandes, FDM, 2012), Questionário APLSC \"Avaliação pragmática da linguagem e comunicação social\" (Fernandes, Hyter, Applegate, Vogindroukas, 2017), \"Teste PFC: Perfil Funcional da Comunicação\" (Fernandes, FDM, 2004), programa de intervenção parental e questionário de satisfação sobre o grupo de pais. Verificou-se que a intervenção parental desenvolvida foi efetiva e benéfica para o desenvolvimento sociocomunicativo das crianças em questão. Houve aproveitamento do programa realizado, confirmado a partir das mudanças significativas encontradas na diminuição das dificuldades comunicativas observadas pelos pais (p= 0,02) e também, das dificuldades de comunicação social sob a ótica dos pais (p=0,046). Os achados pragmáticos com relação ao percentual de interatividade, espaço comunicativo utilizado e número de atos comunicativos expressos também apresentaram mudanças estatisticamente relevantes (p > 0,05). Por fim, o questionário de satisfação aplicado apontou opiniões positivas dos pais referentes ao tipo de intervenção realizada. Com este trabalho foi possível sobretudo validar uma forma de intervenção parental, passível de ser replicada em contexto clínico, que busca transformar as relações pais -paciente - terapeuta de forma humanizada e ao mesmo embasada cientificamente / This work describes a research accomplished with parents of kids from two to five years old, presenting diagnostic hypothesis of autism (CID F84, CARS scale over 30, DSM-5 criteria). The purpose of this study was to investigate the efficiency of an intervention program for these children\'s parents. The analysis derived from eight encounters with the children and/or their parents in order to assess the child`s communication, followed by technical instruction and practical intervention. The sessions were filmed for qualitative and quantitative analysis and the assessment and reassessment questionnaires were separately registered on a spread-sheet for statistical treatment in order to measure the training program\'s efficiency. The following resources were used: Social Demographic Questionnaire, Questionnaire \"Comunicative difficulty profile from carers of children under autism spectre (Balestro, JI & Fernandes, FDM, 2012), Questionnaire LPSCE Language\'s pragmatic and social communication evaluation\" (Fernandes, Hyter, Applegate, Vogindroukas, 2017), CFP Test: Comunication Functional Profile (Fernandes, FDM, 2004), Parental Intervention Program and satisfaction questionnaire for the parent\'s group. It was verified that the developed parental intervention was effective and beneficial for the social and communicative development of those children. The program was wee succeed, confirmed by the significant changes found in the decrease in the communicative difficulties observed by the parents (p = 0.02) and also in the difficulties of social communication from the perspective of the parents (p = 0.046). The pragmatic findings regarding the percentage of interactivity, communicative space used and number of communicative acts expressed also showed statistically relevant changes (p > 0.05). Finally, the questionnaire of satisfaction applied pointed to positive opinions of the parents regarding the type of intervention performed. From this work, it was possible to validate a form of parental intervention, to be replicated in a clinical context, which seeks to transform the parent - patient - therapist relationship in a humanized and scientifically based manner

Introdução: A hemiplegia ou hemiparesia é uma sequela decorrente de afecções cerebrais que resultam em limitações funcionais contralaterais ao hemisfério lesado. Esta afecção pode causar alterações de tônus, de coordenação e de equilíbrio podendo resultar em desuso do membro acometido e restrição na participação social de crianças. A Terapia de Movimento Induzido por Restrição (CIMT) é uma técnica que objetiva melhora na função motora dos membros superiores com consequente diminuição das limitações funcionais. Essa técnica possui três componentes fundamentais: treino intensivo de terapia orientada à tarefa, conjunto de métodos comportamentais e uso de restrição no membro superior não afetado pela hemiparesia. Objetivo: Partindo do princípio de que a terapia é mais eficiente quando iniciada em idade precoce, o objetivo deste estudo é investigar os efeitos do protocolo adaptado da CIMT em lactentes com hemiparesia ou assimetria de membros superiores. Método: Participaram do estudo 5 lactentes com idade entre 6 e 24 meses que apresentaram hemiparesia ou assimetria dos membros superiores. Os instrumentos utilizados para avaliar a função motora foram Pediatric Motor Activity Log (PMAL) e Avaliação da Função Manual (AMIGO). O Inventário de Avaliação Pediátrica de Incapacidade (PEDI) foi aplicado aos cuidadores afim de avaliar a percepção dos mesmos sobre a participação funcional do lactente em tarefas de vida diária. Todas as avaliações ocorreram antes, imediatamente após a intervenção, e após 4 meses da aplicação do protocolo para registro de follow-up. Os dados foram analisados descritivamente e por meio de análise utilizando o método Jacobson-Truax. Resultados: Os resultados demonstraram aumento quantitativo e qualitativo na utilização do membro lesado, bem como, na função unimanual e bimanual. / Introduction: The hemiplegia or hemiparesis is a sequel caused by cerebral conditions resulting in contralateral functional limitations to the damaged hemisphere. Such conditions may cause tonus, coordination, and equilibrium alterations, which may result in disuse of committed limb and a restriction in social living of the affected infants. The Constraint-Induced Movement Therapy (CIMT) is a technique aiming the improvement of superior limb motor function and consequent decrease of functional limitations. This technique presents three fundamental components: task-oriented intensive training, a set of behavioral methods, and the use of restraining in the limb not affected by hemiplegia. Objective: Assuming that the therapy is more efficient when initiated in early years, the objective of this study is to investigate the effects of CIMT in nursing children presenting hemiparesis or superior limbs asymmetry. Method: Five infants with ages between 6 and 24 months presenting hemiparesis or superior limb asymmetry were selected. Pediatric Motor Activity Log (PMAL) and Avaliação da Função Manual (AMIGO) were used to evaluate the motor function. The Pediatric Evaluation of Disability Inventory (PEDI) was filled by the caretakers to evaluate their perception about the functional participation of the infant on dairy tasks. All evaluations were performed prior, during, and after the CIMT. Additionally the infants were re-evaluated after 4 months of MIRT to keep the follow-up register. All data were analyzed descriptively and by analysis for Jacobson-Truax method. Results: The results present a quantitative and qualitative increase in the use of affected member, as well as in the unimanual and bimanual function.

Esse trabalho descreve uma pesquisa realizada com pais de crianças entre dois e cinco anos de idade que apresentavam hipótese diagnóstica de autismo (CID F 84, escala CARS acima de 30 ou critérios do DSM-5). O objetivo do estudo foi verificar a eficácia de um programa de intervenção com os pais dessas crianças. As análises partiram de oito encontros com as crianças e/ou seus pais para fins de avaliação, orientação teórica e intervenção prática. As sessões foram filmadas para análise qualitativa e quantitativa e os questionários de avaliação e reavaliação foram tabulados individualmente para tratamentos estatísticos visando a mensuração da eficácia do programa. Os seguintes instrumentos foram utilizados: Questionário sociodemográfico, Questionário \"Perfil de dificuldades comunicativas de cuidadores de crianças no espectro do autismo\" (Balestro, JI & Fernandes, FDM, 2012), Questionário APLSC \"Avaliação pragmática da linguagem e comunicação social\" (Fernandes, Hyter, Applegate, Vogindroukas, 2017), \"Teste PFC: Perfil Funcional da Comunicação\" (Fernandes, FDM, 2004), programa de intervenção parental e questionário de satisfação sobre o grupo de pais. Verificou-se que a intervenção parental desenvolvida foi efetiva e benéfica para o desenvolvimento sociocomunicativo das crianças em questão. Houve aproveitamento do programa realizado, confirmado a partir das mudanças significativas encontradas na diminuição das dificuldades comunicativas observadas pelos pais (p= 0,02) e também, das dificuldades de comunicação social sob a ótica dos pais (p=0,046). Os achados pragmáticos com relação ao percentual de interatividade, espaço comunicativo utilizado e número de atos comunicativos expressos também apresentaram mudanças estatisticamente relevantes (p > 0,05). Por fim, o questionário de satisfação aplicado apontou opiniões positivas dos pais referentes ao tipo de intervenção realizada. Com este trabalho foi possível sobretudo validar uma forma de intervenção parental, passível de ser replicada em contexto clínico, que busca transformar as relações pais -paciente - terapeuta de forma humanizada e ao mesmo embasada cientificamente / This work describes a research accomplished with parents of kids from two to five years old, presenting diagnostic hypothesis of autism (CID F84, CARS scale over 30, DSM-5 criteria). The purpose of this study was to investigate the efficiency of an intervention program for these children\'s parents. The analysis derived from eight encounters with the children and/or their parents in order to assess the child`s communication, followed by technical instruction and practical intervention. The sessions were filmed for qualitative and quantitative analysis and the assessment and reassessment questionnaires were separately registered on a spread-sheet for statistical treatment in order to measure the training program\'s efficiency. The following resources were used: Social Demographic Questionnaire, Questionnaire \"Comunicative difficulty profile from carers of children under autism spectre (Balestro, JI & Fernandes, FDM, 2012), Questionnaire LPSCE Language\'s pragmatic and social communication evaluation\" (Fernandes, Hyter, Applegate, Vogindroukas, 2017), CFP Test: Comunication Functional Profile (Fernandes, FDM, 2004), Parental Intervention Program and satisfaction questionnaire for the parent\'s group. It was verified that the developed parental intervention was effective and beneficial for the social and communicative development of those children. The program was wee succeed, confirmed by the significant changes found in the decrease in the communicative difficulties observed by the parents (p = 0.02) and also in the difficulties of social communication from the perspective of the parents (p = 0.046). The pragmatic findings regarding the percentage of interactivity, communicative space used and number of communicative acts expressed also showed statistically relevant changes (p > 0.05). Finally, the questionnaire of satisfaction applied pointed to positive opinions of the parents regarding the type of intervention performed. From this work, it was possible to validate a form of parental intervention, to be replicated in a clinical context, which seeks to transform the parent - patient - therapist relationship in a humanized and scientifically based manner

Introdução: A hemiplegia ou hemiparesia é uma sequela decorrente de afecções cerebrais que resultam em limitações funcionais contralaterais ao hemisfério lesado. Esta afecção pode causar alterações de tônus, de coordenação e de equilíbrio podendo resultar em desuso do membro acometido e restrição na participação social de crianças. A Terapia de Movimento Induzido por Restrição (CIMT) é uma técnica que objetiva melhora na função motora dos membros superiores com consequente diminuição das limitações funcionais. Essa técnica possui três componentes fundamentais: treino intensivo de terapia orientada à tarefa, conjunto de métodos comportamentais e uso de restrição no membro superior não afetado pela hemiparesia. Objetivo: Partindo do princípio de que a terapia é mais eficiente quando iniciada em idade precoce, o objetivo deste estudo é investigar os efeitos do protocolo adaptado da CIMT em lactentes com hemiparesia ou assimetria de membros superiores. Método: Participaram do estudo 5 lactentes com idade entre 6 e 24 meses que apresentaram hemiparesia ou assimetria dos membros superiores. Os instrumentos utilizados para avaliar a função motora foram Pediatric Motor Activity Log (PMAL) e Avaliação da Função Manual (AMIGO). O Inventário de Avaliação Pediátrica de Incapacidade (PEDI) foi aplicado aos cuidadores afim de avaliar a percepção dos mesmos sobre a participação funcional do lactente em tarefas de vida diária. Todas as avaliações ocorreram antes, imediatamente após a intervenção, e após 4 meses da aplicação do protocolo para registro de follow-up. Os dados foram analisados descritivamente e por meio de análise utilizando o método Jacobson-Truax. Resultados: Os resultados demonstraram aumento quantitativo e qualitativo na utilização do membro lesado, bem como, na função unimanual e bimanual. / Introduction: The hemiplegia or hemiparesis is a sequel caused by cerebral conditions resulting in contralateral functional limitations to the damaged hemisphere. Such conditions may cause tonus, coordination, and equilibrium alterations, which may result in disuse of committed limb and a restriction in social living of the affected infants. The Constraint-Induced Movement Therapy (CIMT) is a technique aiming the improvement of superior limb motor function and consequent decrease of functional limitations. This technique presents three fundamental components: task-oriented intensive training, a set of behavioral methods, and the use of restraining in the limb not affected by hemiplegia. Objective: Assuming that the therapy is more efficient when initiated in early years, the objective of this study is to investigate the effects of CIMT in nursing children presenting hemiparesis or superior limbs asymmetry. Method: Five infants with ages between 6 and 24 months presenting hemiparesis or superior limb asymmetry were selected. Pediatric Motor Activity Log (PMAL) and Avaliação da Função Manual (AMIGO) were used to evaluate the motor function. The Pediatric Evaluation of Disability Inventory (PEDI) was filled by the caretakers to evaluate their perception about the functional participation of the infant on dairy tasks. All evaluations were performed prior, during, and after the CIMT. Additionally the infants were re-evaluated after 4 months of MIRT to keep the follow-up register. All data were analyzed descriptively and by analysis for Jacobson-Truax method. Results: The results present a quantitative and qualitative increase in the use of affected member, as well as in the unimanual and bimanual function.

An increasing number of first-generation college students enroll in college each year. However, according to national statistics, as many as 900,000 first-generation college students drop out each year. Colleges have developed summer bridge programs to help first-generation students succeed; participants have shown an increase in grade point average (GPA) and retention. There is limited research focusing specifically on private nonprofit university bridge programs, and national statistics show 34% of first-generation college students electing private universities. Thus, the purpose of this quantitative cross-sectional study was to evaluate a private nonprofit university bridge program called the Pfeiffer Readiness Education Program. Using the Seidman retention model as a theoretical framework, this study investigated student satisfaction, retention, GPA, and credits earned versus attempted for first-generation participants in an early intervention program. To determine statistical significance between groups of first-generation participants (n = 39) and first-generation nonparticipants (n = 35), t test is used. The early intervention program demonstrated statistical significance (p < .05) between participants and nonparticipants in student satisfaction, retention from Fall 2016 to Spring 2017, retention from Fall 2016 to Fall 2017, GPA in Fall 2016, GPA from Fall 2016 to Fall 2017, and credits earned versus attempted ratio for Fall 2016 to Fall 2017. This study may provide staff of similar institutions with understanding of the importance of early intervention programs for first-generation college students. Programs to retain and graduate first-generation college students could promote positive social change.

Children diagnosed with autism spectrum disorder (ASD) experience difficulties with social communication and restrictive, repetitive, and stereotyped behavior patterns that place them at an increased risk for developing challenging behaviors that warrant early intervention (American Psychiatric Association, 2013). These problems are unlikely to decrease without intervention. Research indicates that parents’ involvement in behaviorally based interventions improves the functioning of children with ASD (Horner, Carr, Strain, Todd, & Reid, 2002). . Parent-Child Interaction Therapy (Eyberg & Funderburk, 2011) is an empirically supported intervention for young children with disruptive behaviors. PCIT shares similarities with numerous proven ASD treatments including caregiver involvement, structure and predictable schedule, and the use of behavioral strategies (e.g., positive reinforcement, differential attention). As such, children with ASD are increasingly referred to PCIT. Researchers and clinicians have started to address the use of PCIT for targeting child compliance and social responsiveness in children with ASD. However, there is a need for research on the feasibility of PCIT for children with ASD and barriers to treatment participation for these families. The present study utilized a non-concurrent multiple baseline design with three parent-child dyads enrolled in PCIT to examine the degree of stability and immediacy of effect in caregivers parenting skill use and in patterns of challenging behaviors, ASD symptoms, and expressive communication exhibited by young children with ASD. Due to a significant attrition rate in the study, barriers to treatment participation were also examined. Findings suggested that PCIT improved children’s challenging behaviors and parent’s use of labeled praises.

The cultural and linguistic diversity of the United States is growing rapidly and early intervention service providers are very likely to work with families whose cultures differ from their own. Service providers must consider the multiple cultural factors of families which contribute to family dynamics and the potential for miscommunication is high when the cultural frameworks of early intervention providers differ from those of the families they serve. Culturally responsive practices have been put forth in the theoretical literature as a way to increase successful communication and service provision but there is limited research investigating the beliefs, experiences, and practices of early intervention providers regarding cultural responsiveness and the efficacy of specific practices. This study utilized an exploratory case study methodology with multiple case analyses to investigate the expressed beliefs and practices of in-service early intervention providers regarding culturally responsive practices and comparing them to the tenets of best practice set forth in the conceptual literature. Specifically, the study tested the theory that cultural responsiveness is an integral component of effective early intervention service provision.

<p>Reading Recovery är ett vida spritt, individcentrerat men reproducerbart program för de svagaste eleverna efter sitt första skolår. Reading Recovery har sitt ursprung på Nya Zeeland, där professor Marie Clay med kollegor med början under 1970-talet bedrev omfattande läsforskning.</p><p>Den enskilda undervisningen sker enligt en strukturerad lektionsram under 30 minuter dagligen. Programmet bygger på genomgripande utbildning och kontinuerlig fortbildning av redan framgångsrika grundskollärare för att rusta dem för att fatta individuella, pedagogiska beslut med syfte att accelerera läs- och skrivinlärningen hos de utsedda barnen. Eleverna stimuleras att lära sig läsa och skriva genom att främst läsa korta, intresseväckande böcker samt engageras i anslutande skrivande. Betoning ligger på att eleverna ska bli självständiga och utveckla metakognitiva strategier. Elever väljs ut till Reading Recovery genom klasslärarens rekommendation samt utifrån elevens resultat på en omfattande serie tester inom den s.k. Observation Survey of Early Literacy Achievement; en observation av den tidiga läs- och skrivförmågan. Vanligtvis erbjuds Reading Recovery-undervisning till de 20 procent på respektive skola, vilka uppnått lägst resultat på ovanstående tester. Det grundläggande syftet med programmet är att reducera antalet elever med grava svårigheter att utveckla läs- och skrivförmåga samt att minimera kostnaden för deras utbildning.</p><p>En majoritet av eleverna i Reading Recovery når avsedda mål och i internationella jämförelser ligger Nya Zeeland vanligen bland de högst rankade länderna i läsning. Samtliga av mina respondenter vittnade om de stora fördelarna med Reading Recovery. Enligt mina observationer stämmer pedagogernas faktiska utförande väl överens med programmets ursprungliga teoribas.</p> / <p>Reading Recovery is a widely disseminated, replicable, early intervention program for the lowest performing first-grade students. Originally, Marie Clay and colleagues constructed Reading Recovery in New Zealand on the base of broad research from the 1970’s and onwards. It utilizes a uniform lesson framework and extensive professional development to help already successful teachers make individual, instructional decisions designed to accelerate the literacy learning of the selected children within one-to-one, 30-minute daily lessons. The children are stimulated to learn to read and write by reading and writing. Short stories are used and writing activities are connected to reading. Emphasis is on teachers guiding children to be independent and learn metacognitive strategies.</p><p>Reading Recovery students are identified for services based on teachers’ recommendations and the students’ performances on the Observation Survey of Early Literacy Achievement, with a number of wide-ranging assessments. Usually, students who score at or below the 20th percentile on the survey at a particular school are provided the intervention.</p><p>The fundamental purpose of the program is to reduce the number of students who have severe difficulty developing literacy skills and to reduce the cost of educating them. A majority of the Reading Recovery students do reach the intended goals and in international comparative studies New Zealand usually is among the top ranking countries in reading.</p><p>All my interviewees testified of the great advantages of Reading Recovery and, according to my conclusions, actual practice is well correlated with theory.</p>

Reading Recovery är ett vida spritt, individcentrerat men reproducerbart program för de svagaste eleverna efter sitt första skolår. Reading Recovery har sitt ursprung på Nya Zeeland, där professor Marie Clay med kollegor med början under 1970-talet bedrev omfattande läsforskning. Den enskilda undervisningen sker enligt en strukturerad lektionsram under 30 minuter dagligen. Programmet bygger på genomgripande utbildning och kontinuerlig fortbildning av redan framgångsrika grundskollärare för att rusta dem för att fatta individuella, pedagogiska beslut med syfte att accelerera läs- och skrivinlärningen hos de utsedda barnen. Eleverna stimuleras att lära sig läsa och skriva genom att främst läsa korta, intresseväckande böcker samt engageras i anslutande skrivande. Betoning ligger på att eleverna ska bli självständiga och utveckla metakognitiva strategier. Elever väljs ut till Reading Recovery genom klasslärarens rekommendation samt utifrån elevens resultat på en omfattande serie tester inom den s.k. Observation Survey of Early Literacy Achievement; en observation av den tidiga läs- och skrivförmågan. Vanligtvis erbjuds Reading Recovery-undervisning till de 20 procent på respektive skola, vilka uppnått lägst resultat på ovanstående tester. Det grundläggande syftet med programmet är att reducera antalet elever med grava svårigheter att utveckla läs- och skrivförmåga samt att minimera kostnaden för deras utbildning. En majoritet av eleverna i Reading Recovery når avsedda mål och i internationella jämförelser ligger Nya Zeeland vanligen bland de högst rankade länderna i läsning. Samtliga av mina respondenter vittnade om de stora fördelarna med Reading Recovery. Enligt mina observationer stämmer pedagogernas faktiska utförande väl överens med programmets ursprungliga teoribas. / Reading Recovery is a widely disseminated, replicable, early intervention program for the lowest performing first-grade students. Originally, Marie Clay and colleagues constructed Reading Recovery in New Zealand on the base of broad research from the 1970’s and onwards. It utilizes a uniform lesson framework and extensive professional development to help already successful teachers make individual, instructional decisions designed to accelerate the literacy learning of the selected children within one-to-one, 30-minute daily lessons. The children are stimulated to learn to read and write by reading and writing. Short stories are used and writing activities are connected to reading. Emphasis is on teachers guiding children to be independent and learn metacognitive strategies. Reading Recovery students are identified for services based on teachers’ recommendations and the students’ performances on the Observation Survey of Early Literacy Achievement, with a number of wide-ranging assessments. Usually, students who score at or below the 20th percentile on the survey at a particular school are provided the intervention. The fundamental purpose of the program is to reduce the number of students who have severe difficulty developing literacy skills and to reduce the cost of educating them. A majority of the Reading Recovery students do reach the intended goals and in international comparative studies New Zealand usually is among the top ranking countries in reading. All my interviewees testified of the great advantages of Reading Recovery and, according to my conclusions, actual practice is well correlated with theory.

Teacher-Child Interaction Therapy (TCIT), which is an adaptation of the empirically-based treatment of Parent-Child Interaction Therapy (PCIT), addresses the needs of children and teachers through increasing positive teacher-child interactions while educating teachers on effective discipline techniques. The theoretical and empirical basis for PCIT provides the foundation for the appropriate and effective application of the adaptation of this treatment model for use with teachers.<br>The efficacy of Teacher-Child Interaction Therapy (TCIT) with a clinical preschool population was evaluated through a single subject A-B design conducted across subjects. The current study examined the impact of the intervention, TCIT, on child behavior, teacher skill development and use, as well as the quality of teacher-child relationships. Results suggest that the intervention positively impacted the behavior of preschool children diagnosed with a Disruptive Behavior Disorder, as indicated by a reduction of disruptive behaviors and increase of prosocial behaviors within a therapeutic classroom setting. Additionally, teacher skill use and the quality of teacher-child relationships were evaluated following implementation of the TCIT intervention. Findings indicate that the intervention positively impacted teachers use of the positive attention skills over the course of the intervention.<br>This study, which examined the efficacy of Teacher-Child Interaction Therapy with preschool-aged children diagnosed with a Disruptive Behavior Disorder, provides initial support for the implementation of a relationship-based technique to support teachers in addressing the disruptive behaviors of children within a classroom environment. / School of Education; / School Psychology / PhD; / Dissertation;