This study investigated variables that enhance or detract from successful parent/professional partnerships. A survey of 23 parents, 30 service coordinators, and 5 experts identified characteristics and behaviors of parents and coordinators that each group perceived as productive or unproductive. (DB)

This commentary responds to an article on using directives in early language intervention. Some research has indicated that parents may use directive behaviors to facilitate the participation of inactive, unresponsive children in interaction. Parental directiveness may be affected by parenting stress. The father's use of directives needs…

Explored the impact of parental involvement and of public libraries on Head Start children's emerging literacy skills. Found differences in the amount of parental involvement in literacy activities and the types of activities. Library use was minimal for fear of damaging books, transportation problems, or lack of time or effort. Suggested…

Initiated at Albemarle Public Schools (Virginia), an onsite inservice trains teachers how to intervene early in the school year. The Student Advocate Program in the Rincon Valley Union School District (California) releases teachers from classrooms to meet with students on a one-to-one basis. (MLF)

This paper argues that early interventionists' awareness of their own cultural beliefs is an essential first step in developing effective collaboration with culturally different families. Areas of potential dissonance between professionals and families include interpretation of the meaning of disability, concepts of family structure and identity,…

Ratings of early intervention services by 91 Massachusetts and New Hampshire mothers and fathers of young children with disabilities indicated the services' high level of helpfulness. Mothers and fathers differed in their ratings, and the weighting of perceived benefits varied by child and family characteristics. (Author/JDD)

Early Start is a center-based program for four-year-old children at risk of academic failure because of their home or community environment. The state-funded program successfully incorporated literacy activities into a supportive environment which informally encouraged practice with early reading and writing. (Author/JDD)

This article describes community-based developmental assessment (CDA) sites as one means for early identification of infants and toddlers with disabilities. At CDA sites, developmentalists assess referred children for developmental status and serve as liaison between the referring physician and the early intervention system. CDA sites are cost…

Young infants remember their prior experiences for relatively long periods with surprising specificity, and even seemingly forgotten memories can often be reactivated to further protract retention. These reactivations can be programmed in ways that optimize cumulative learning and retention, based on the principles embodied in the time-window…

The validity of the Questionnaire on Resources and Stress (QRS) and the Parenting Stress Index (PSI) was examined in a study of 53 mothers with young children in early intervention programs. Expectations that QRS and PSI scores were related in expected ways were generally confirmed. (Author/LB)

This article discusses knowledge gaps that exist in the instruction of preschoolers with disabilities, in terms of the curriculum content, procedures used to individualize instruction, instructional procedures designed to ensure acquisition, and strategies used to ensure skill use or generalization. Barriers to generating such knowledge and…

This article discusses the assessment and evaluation of infants and toddlers with disabilities or at risk for developing disabilities, recent contributions to knowledge of assessment of infants and toddlers, current practices, and future trends. The paper cautions against using one test for all purposes or using a test with an insufficient…

This article examines Individualized Family Service Plans (IFSPs) developed with parents with special needs/mental retardation in a model early intervention program. Results suggest that such parents can participate fully in the IFSP process when the process stresses relationship building, empowerment, interagency collaboration, and program…

Garber and D. Hodge argue that preschool education should not be asked to inoculate children against school failure. It is enough that it supports the experience of learning. H. H. Spitz responds that Locurto has not gone far enough in his criticism, whereas C. Locurto defends his position. (SLD)

Study investigated the effects of a four-week take-home drug prevention program on drug-related communication and beliefs of Arkansas elementary students and parents. Students participated in either intervention or control groups. Results suggest that a print medium emphasizing parent-child activities holds promise for accessing families and…