Professionals and 16 mothers of disabled infants/toddlers completed the Evaluation and Programing System-I and the Parent Form Level I, respectively. Results indicated moderate to high correlations between professionals' assessments and mothers' assessments, though mothers tended to rate children higher. (Author/JDD)

This article describes a model project for promoting interagency collaboration at state and local levels to facilitate transitions of young special needs children and their families from infant/toddler programs to preschool programs. Project Sequenced Transition to Education in the Public Schools (STEPS) has four major components: interagency…

This article describes the need for early intervention for behavioral/emotional problems in special needs children. The model of the Behavioral Consultation Service of the Anne Arundel County (Maryland) Infants and Toddlers Program is applied to an infant with multiple disabilities, demonstrating relevant issues, intervention strategies to address…

The effectiveness of two language treatment methods, modeling versus modeling plus evoked production, in promoting productive vocabulary in three late-talking toddlers was compared. Two subjects differed as to which particular treatment method was associated with better performance. Neither treatment method was effective for the third subject.…

Observed neglecting and nonneglecting mothers and their one- to three-year-old children during unstructured play interaction in their homes. Neglecting mothers were less positive in their responsiveness to their children and less competent in the developmental appropriateness of their play interactions than nonneglecting mothers. (MM)

Investigated developmental patterns of cognitive performance over first 3 years of life in sample of 762 low birthweight premature children. Intelligence test scores were obtained at 12, 24, and 36 months adjusted age. Five developmental patterns were identified. Results reveal patterns of cognitive development can be discriminated by three…

Toddlers with Down's syndrome (n=42) were presented with situations in which the primary focus alternated between an object stimulus and a social stimulus. The experimental subjects monitored their environment in the same manner as did the 25 control subjects (matched for mental age) during object mastery but had a more focused attention style…

Word learning by young children is viewed as a problem deriving from the use of forms of discourse texts. Uses of causal and temporal terms in private speech by a child studied longitudinally from 1;9 to 3;0 are analyzed from this perspective. (Contains 38 references.) (JL)

The development of object play was longitudinally examined in 40 children ages 11 to 27 months. The types of object play observed in nondisabled children were observed in children with disabilities at comparable developmental ages. Duration and frequency of active involvement with objects were greater for nondisabled children than for children…

This study of 5 hearing-impaired and 6 normally hearing children (ages 1-3) and their mothers found that mother directives were more frequently expressed during interaction with children exhibiting less advanced language abilities, and both groups of children were more likely to produce topically related responses to their mother's directive…

Toddlers may bite as a reaction to being forced to be part of a group. Toddlers communicate in a physical manner but do not always connect the social consequences with their actions. By analyzing the circumstances surrounding a biting incident, teachers can redirect the child's energy and avoid a situation where biting might occur. (PAM)

This study assessed whether specific nutritional variables added unique variance to the prediction of toddler development outcomes in an Egyptian village, using 153 toddlers. Results suggest that, for the 18- to 23-month age, specific nutritional predictors can be identified and that there is specificity of nutritional action. (SLD)

This paper discusses early intervention issues that all members of the early intervention team should become familiar with, including epidemiology; who should provide intervention services; and the importance of early identification and caregiver involvement for the efficacy of intervention services. (JDD)

Mothers' reports of toddlers' behavior were used to determine groupings and the sequence of behaviors associated with self-concept development. The following sequence was determined: (1) physical self-recognition; (2) neutral and evaluative self-description; and (3) emotional responses to wrongdoing. (BC)

Sixteen parents were prompted to increase their interactions with health care providers during their children's health supervision visits. Compared to 16 controls, prompted parents initiated significantly more interactions with health care providers, and more health and behavioral topics were discussed during their appointments. (Author/JDD)