Overview

This reader covers current theory, research and practice in Early Intervention with young children, bringing together the best recent papers by prominent researchers in the field. A collection of the best recent papers on Early Intervention. Brings together current theory, research and practice in EI with young children. Covers a range of topics in childhood development and intervention. Each paper is introduced and contextualised by the editor.

Full Product Details

Author:   Maurice A. Feldman (Brock University, Ontario)
Publisher:   John Wiley and Sons Ltd
Imprint:   Wiley-Blackwell
Dimensions:   Width: 15.20cm , Height: 2.50cm , Length: 23.00cm
Weight:   0.535kg
ISBN:  

9781405111683

ISBN 10:   1405111682
Pages:   368
Publication Date:   15 October 2003
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

"List of Figures. List of Tables. Introduction: What is Early Intervention? (Maurice A. Feldman). Part I: A Model of Early Intervention. Introduction To Chapter 1. 1. Effectiveness of Early Intervention for Vulnerable Children: A Developmental Perspective. (Michael J. Guralnick). Part II: Early Out-of-home Programs: Primary Prevention of Cognitive Deficits and School Failure in At-risk Children. Introduction. Introduction to Chapter 2. 2. Applying the findings of developmental psychology to improve early childhood intervention. (Edward Zigler and Sally J. Styfco). Introduction to Chapter 3. 3. Persistent Effects of Early Childhood Education on High-risk Children and Their Mothers. (Craig T. Ramey, Frances A. Campbell, Margaret Burchinal, Martie L. Skinner, David M. Gardner, and Sharon L. Ramey). Introduction to Chapter 4. 4. Day-care Participation as a Protective Factor in the Cognitive Development of Low-income Children. (Margaret O'Brien Caughy, Janet A. DiPietro, and Donna M. Strobino). Part III: Secondary and Tertiary Prevention Programs for Children with Established Disabilities. Introduction. Introduction to Chapter 5. 5. The Effectiveness of Early Intervention: Examining Risk Factors and Pathways to Enhanced Development. (Lisa J. Berlin, Jeanne Brooks-Gunn, Cecelia McCarton, and Marie C. McCormick). Introduction to Chapter 6. 6. Randomized Trial of Intensive Early Intervention for Children with Pervasive Developmental Disorder. (Tristram Smith, Annette D. Groen, and Jacqueline W. Wynn). Part IV: Home Visiting Programs: Primary and Secondary Prevention in At-risk Children. Introduction. Introduction to Chapter 7. 7. Effectiveness of Home-based Early Intervention on the Language Development of Children of Mothers with Mental Retardation. (Maurice A. Feldman, Bruce Sparks, and Laurie Case). Introduction to Chapter 8. 8. Effects of Early Intervention on Psychiatric Symptoms of Young Adults in Low-risk and High-risk Families. (Eeva T. Aronen and Terttu Arajarvi). Introduction to Chapter 9. 9. Long-term Effects of Nurse Home Visitation on Children’s Criminal an Antisocial Behavior: Fifteen-year Follow-up of a Randomized Controlled Trial. (David Olds, Charles R. Henderson, Jr. Robert Cole, John Eckenrode, Harriet Kitzman, Dennis Luckey, Lisa Pettitt, Kimberly Sidora, Pamela Morris, and Jane Powers). Part V. Family Aspects. Introduction. Introduction to Chapter 10. 10. Revisiting ""Rethinking Early Intervention"". (Carl J. Dunst). Introduction to Chapter 11. 11. The Effect of Early Intervention Services on Maternal Well-being. (Marji Erickson Warfield, Penny Hauser-Cram, Marty Wyngaarden Krauss, Jack P. Shonkoff, Carole C. Upshur). Introduction to Chapter 12. 12. Family Predictors of Maternal and Paternal Involvement in Programs for Young Children with Disabilities. (Susana Gavidia-Payne and Zolinda Stoneman). Part VI. Future Directions. Introduction. 13. Conclusion: The future of Early Intervention Research and Practice. (Maurice A. Feldman). Index."

Reviews

A fantastic book that provides further validation for the early intervention model. Readers who are not specialists in early intervention will find the theoretical review and its influence on practice particularly helpful. Experienced clinicians will gain new perspectives from the coverage of advances in intervention programs and the critique of research projects currently underway. Altogether, it is a well edited and integrated book, written in an accessible and balanced style that will have wide appeal. A great book! Dr Sue McGaw, Consultant Clinical Psychologist, Head of Special Parenting Service, Cornwall Partnership (NHS) Trust, UK The strength of Early Intervention: The Essential Readings lies in bringing together in one place recent landmark studies in the field of early intervention. The breadth of the collection provides an excellent introduction for those new to early intervention; the depth will delight the discerning reader. I feel certain teachers from the many disciplines represented in early intervention will include this bookas their standard recommended reference text for years to come. Gwynnyth Llewellyn, PhD, Sesquicentenary Professor of Occupation and Leisure Sciences, University of Sydney, Australia This collection provides the theoretical and empirical background that is essential reading for anyone who wants to be well informed about recent and current knowledge in the Early Intervention field, and makes an excellent supplement to a textbook or indeed could stand alone as the primary readings for a course on Early Intervention. The volume will be of great value to advanced undergraduate students, graduate students and direct care workers in the field. Peter Vietze, Ph.D., Institute for Basic Research in Developmental Disabilities, USA Throughout the book effective relationships are drawn between theory and practice and the practical implications of various research studies identified. Many key issues facing early intervention programmes such as exaggerated expectations, quality assurance and best-fit models are teased-out and discussed, providing interesting food for thought. Aine de Roiste, Cork Institute of Technology, Ireland

"""A fantastic book that provides further validation for the early intervention model. Readers who are not specialists in early intervention will find the theoretical review and its influence on practice particularly helpful. Experienced clinicians will gain new perspectives from the coverage of advances in intervention programs and the critique of research projects currently underway. Altogether, it is a well edited and integrated book, written in an accessible and balanced style that will have wide appeal. A great book!"" Dr Sue McGaw, Consultant Clinical Psychologist, Head of Special Parenting Service, Cornwall Partnership (NHS) Trust, UK ""The strength of Early Intervention: The Essential Readings lies in bringing together in one place recent landmark studies in the field of early intervention. The breadth of the collection provides an excellent introduction for those new to early intervention; the depth will delight the discerning reader. I feel certain teachers from the many disciplines represented in early intervention will include this bookas their standard recommended reference text for years to come."" Gwynnyth Llewellyn, PhD, Sesquicentenary Professor of Occupation and Leisure Sciences, University of Sydney, Australia ""This collection provides the theoretical and empirical background that is essential reading for anyone who wants to be well informed about recent and current knowledge in the Early Intervention field, and makes an excellent supplement to a textbook or indeed could stand alone as the primary readings for a course on Early Intervention. The volume will be of great value to advanced undergraduate students, graduate students and direct care workers in the field."" Peter Vietze, Ph.D., Institute for Basic Research in Developmental Disabilities, USA ""Throughout the book effective relationships are drawn between theory and practice and the practical implications of various research studies identified. Many key issues facing early intervention programmes such as exaggerated expectations, quality assurance and best-fit models are teased-out and discussed, providing interesting food for thought."" Aine de Roiste, Cork Institute of Technology, Ireland"

A fantastic book that provides further validation for the early intervention model. Readers who are not specialists in early intervention will find the theoretical review and its influence on practice particularly helpful. Experienced clinicians will gain new perspectives from the coverage of advances in intervention programs and the critique of research projects currently underway. Altogether, it is a well edited and integrated book, written in an accessible and balanced style that will have wide appeal. A great book! Dr Sue McGaw, Consultant Clinical Psychologist, Head of Special Parenting Service, Cornwall Partnership (NHS) Trust, UK The strength of Early Intervention: The Essential Readings lies in bringing together in one place recent landmark studies in the field of early intervention. The breadth of the collection provides an excellent introduction for those new to early intervention; the depth will delight the discerning reader. I feel certain teachers from the many disciplines represented in early intervention will include this bookas their standard recommended reference text for years to come. Gwynnyth Llewellyn, PhD, Sesquicentenary Professor of Occupation and Leisure Sciences, University of Sydney, Australia This collection provides the theoretical and empirical background that is essential reading for anyone who wants to be well informed about recent and current knowledge in the Early Intervention field, and makes an excellent supplement to a textbook or indeed could stand alone as the primary readings for a course on Early Intervention. The volume will be of great value to advanced undergraduate students, graduate students and direct care workers in the field. Peter Vietze, Ph.D., Institute for Basic Research in Developmental Disabilities, USA Throughout the book effective relationships are drawn between theory and practice and the practical implications of various research studies identified. Many key issues facing early intervention programmes such as exaggerated expectations, quality assurance and best-fit models are teased-out and discussed, providing interesting food for thought. Aine de Roiste, Cork Institute of Technology, Ireland

Author Information

Maurice A. Feldman is Professor in the Department of Child and Youth Studies, Brock University, St Catharines, Ontario, and a consultant to several service and governmental agencies.

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