The Behavior Assessment System for Children, Second Edition (BASC-2; Reynolds & Kamphaus 2004) is a behavior rating scale commonly used in preschool settings. In addition to measuring behavioral constructs such as hyperactivity, social skills, and adaptive functioning, the BASC-2 includes a Developmental Social Disorders (DSD) content scale that evaluates the presence of behaviors commonly associated with pervasive developmental disorders, including items related to self-stimulation, withdrawal and poor socialization. This study compared the T-scores of toddler and preschool-aged children diagnosed with an autism spectrum disorder (ASD) to children diagnosed with other developmental delays, and typically developing children using the BASC-2 Parent Rating Scales, Preschool form. Participants from the ASD group obtained significantly higher T-scores than the typically developing group on the Hyperactivity, Atypicality, Withdrawal, and Attention Problems scales, and obtained significantly lower T-scores on the Adaptability, Social Skills, Activities of Daily Living, and and Functional Communication scales. Significant differences were not observed between participants in the ASD group and those diagnosed with other developmental delays. However, the DSD scale was effective in distinguishing between groups, with participants in the ASD group obtaining significantly higher T-scores on the DSD scale than those diagnosed with other developmental delays and typically developing children.

Objective: This study explored the effectiveness of a parent-implemented, focused stimulation program on the speech characteristics of children younger than 3 years with cleft lip and palate. The research questions included the following: (1) Can parents be trained to deliver an early intervention (EI) program for children with cleft palate? (2) Does a parent-implemented EI program result in positive changes in speech characteristics? Participants: Ten mother-child pairs in which the child had cleft lip and palate (CLP) and 10 mother-child pairs in which the child did not have a cleft (NCLP). The children ranged in age from 14 to 36 months of age and were matched between the CLP and the NCLP groups for vocabulary size, age, and socioeconomic status. Main Outcome Measures: Group differences (CLP and the NCLP) for preintervention and postintervention language and speech measures were compared. Results: The results of this study showed that the mothers could be trained to deliver the intervention reliably. Furthermore, the results indicated that the intervention resulted in increased sound inventories, increased speech accuracy, and reduced use of glottal stops for the children with clefts. Conclusions: While the intervention resulted in speech gains for the children with clefts, speech measures did not exceed those made by the children without clefts. The results of the study have implications for service delivery models where the services of speech-language pathologists are limited.

The general aim of this thesis was to identify the indicators of reading disability and to analyze the effect of these factors in preschool age children in order to determine which factors play a principal role in the development of dyslexia. Various theories of developmental dyslexia have been investigated and the key components of major theories are presented in this paper. It is a generally held view that dyslexia is caused by a deficit in phonological processing which is an inability to understand the sound structure of language. This thesis aims to unite current research findings in order to better classify dyslexia as well as to determine approaches to intervention which are critical to a preschool child’s development of literacy. Three studies were conducted. The goal of study 1 was to determine the discrepancies in performance between non-dyslexic readers and dyslexic readers. Study 2 investigated phonological awareness abilities in preschool age children and their relationship with intelligence. An intervention study was then carried out on the preschool participants to determine the effects of instruction in the alphabetic principle on elements related to intelligence and phonological awareness. The results of this thesis and the studies conducted herein found a wide range of domains that were causal to reading disability. These include visuo-spatial discrimination skills, phonological knowledge and working memory. These studies also indicate that early identification of weaknesses in these areas can be mediated by well informed instruction in letter-sound correspondence and can be a critical determinant of future reading ability.

The available evidence suggests insomnia is common in individuals who experience psychosis. Poor sleep within this population has been associated with numerous detriments to mental health and well-being. Nevertheless, the majority of work to date has focused on chronic presentations, with few studies investigating the role of insomnia in recently onset psychosis. Understanding and treating psychosis following the first presentation is important to promote recovery and prevent the development of long-term illness. This work therefore aimed to utilise mixed methods to comprehensively investigate insomnia in early psychosis. It is presented in a series of five research papers, supplemented by additional chapters to provide an introduction, additional methodological details and general discussion. Paper one presents a systematic review, which aimed to synthesise the relevant literature with regards to the nature and correlates of insomnia in early psychosis. Paper two utilised qualitative methods aiming to understand the experience of insomnia, its impacts and experiences of help-seeking in early psychosis. Paper three aimed to investigate the nature of insomnia symptoms in first episode psychosis, compared to a healthy control group, using actigraphy and sleep diary measurement over a 14-day period. Paper four aimed to investigate how poor sleep was associated with next-day mental health and functioning, presenting data from an electronic diary study conducted alongside the sleep profiling presented in paper three. Paper five aimed to assess the acceptability of a Brief Behavioural Treatment for Insomnia (BBTI) delivered to a first episode psychosis group. Findings across studies indicated insomnia to have a wide range of detrimental outcomes, indicating the treatment of insomnia may be an important target for relevant mental health services.

AN ABSTRACT OF THE THESIS OF Anna Kallal, for the Masters of Science degree in Communication Disorders and Sciences presented on March 28, 2016, at Southern Illinois University Carbondale. TITLE: AUTISM AND OUR COMMUNITY: FEEDBACK FROM EARLY INTERVENTION PROVIDERS MAJOR PROFESSOR: Dr. Valerie Boyer Early Intervention (EI) providers often work closely with children who are diagnosed with autism spectrum disorder (ASD) or children who have signs and symptoms of ASD. An understanding of the characteristics in children at early ages can lead to an earlier diagnosis of ASD. The current study investigated specific characteristics that EI providers identify prior to making a referral for an ASD evaluation as well as what treatment strategies EI providers report utilizing when working with children who have ASD. Information was gathered for this study by use of a survey. The survey contained two vignettes of children with varying degrees of ASD characteristics. Speech-Language Pathologists (SLP) who work as EI providers responded to a survey. Results showed that respondents were more willing to make referrals for ASD evaluations when a child displayed more severe characteristics. Respondents listed treatment strategies they were likely to employ with children who display similar characteristics of the children in the vignettes. The researcher identified from survey responses that EI providers are more likely to identify social communication characteristics when describing features critical to referral. This study identifies the characteristics important to making earlier referrals for ASD evaluations, as well as what treatment strategies work best when working with children with ASD.

Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top-Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for developmental delays due to poverty or disability. Although IDEA, Part C programs were not specifically targeted by this initiative, policies associated with RTT-ELC may have an indirect impact on state EI programs. The purpose of this study was to examine the effects of RTT-ELC on Part C programs by comparing states that received federal grants to states that did not. This study used a social justice framework to identify variables that inform equitable access to high quality Part C programs. Data were extracted from Part C state profiles and compared across states. Awarded states were more likely to increase enrollment of infants and toddlers in Part C Programs and were more likely to use broad eligibility criteria. These findings indicated that although differences were small they could become more pronounced over time. The need for policy change in Part C programs and federal early learning initiatives to directly target infants, toddlers and families in poverty are highlighted through the results of this study.

Within the last few decades there has been a push to identify students who have or who are at-risk for learning disabilities as early as possible. Much of this recent focus is related to research showing the positive long-term benefits of early education for the general population and children in poverty, as well as to educational theory about early educational interventions. However, little to no research has been conducted on the long-term effects of age of first service provision for students with learning disabilities. Whether students with learning disabilities are doing better academically in high school or graduating high school at higher rates based on when they are identified or when they received services is yet to be known. This study analyzed data collected from families and schools for 2,000 youth with learning disabilities from the National Longitudinal Transition Study 2 (NLTS2), a study that investigated a nationally representative sample of approximately 12,000 students with disabilities. The present study used latent variable structural equation modeling (SEM) to investigate the effects of age of first service provision on high school educational achievement and high school graduation in order to better understand the long-term effects of the age of intervention for students with learning disabilities. Contrary to what was hypothesized, the age a student first received services for a learning disability did not statistically significantly affect his or her grades in high school or likelihood of graduating from high school. The age a student first received services for a learning disability was statistically significantly and positively related to standardized achievement tests in high school; however, the direction of causation was counter to what was hypothesized. Students who received services at a later age performed better on high school standardized achievement tests. An important limitation of these data is that measures of a student's cognitive abilities or the severity of a student's learning disability were not available for use in these analyses. Further limitations and possible implications of these findings are discussed. / text

Children with disabilities might experience multiple transitions during their early years. One important transition that occurs for many children with disabilities or developmental delays and their families is the transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) services at three years of age. The stress of this transition may be exacerbated for families of young children with disabilities as the shifts between services involve many choices and decisions depending on the child’s level of need. Effective transition procedures for children with disabilities sets the stage for future positive or negative transition experiences and optimal learning experiences in the school setting. The study of transition is multifaceted and researchers, as well as professionals, attempt to understand the complexities of the transition experiences of young children with disabilities and their families. There is a common assertion in the literature that providers assist in the transition by providing environmental supports and involving families in transitions, yet provider perspectives and specifics of how they are involved in transition is mostly absent in studies about transition. Some researchers suggest that little is known about how relationships between families and service providers, which often begin during the transition between systems, are established. The purpose of this study is to investigate the common practices that EI professionals engage in during the EI-to-ECSE transition, and the perceptions of EI professionals during the EI-to-ECSE transition focusing on determining which actions, policies, and procedures contribute to make the experience a positive one for all of those involved. The research questions are answered through two focus groups and two interviews with Early Intervention providers in the Southern part of Illinois. The major themes that emerged are related to professionalism, working within the EI system, and supporting families. EI providers discussed their roles, staff shortages, schedules and funding, parent education, and collaboration. Implications and future research are discussed.

1 / Veronica Coriano

From longitudinal data from 223 children with disabilities in Utah, variables collected at entry into Part C early intervention and Part B early childhood special education services were used to differentiate between children and to predict placement outcomes in elementary school. Scores on the Battelle Developmental Inventory, Vineland Adaptive Behavior Scale, Parenting Stress Index, Social Skills Rating System, number of hours mothers worked outside the home, and fathers ' education in years were differentiated between children who exited from and children who remained in special education. These same scores were also used to predict whether children would remain in or exit from special education services using discriminant analysis statistical procedures. The use of scores helped differentiate and predict placement for children who entered the original study in Part B preschool special education services.