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Showing all 13 results
Direct linkDeutscher, Barbara; Fewell, Rebecca R.; Gross, Michelle – Topics in Early Childhood Special Education, 2006
This study investigated the impact of a short-term interaction-focused parenting curriculum on maternal behaviors and child development outcomes. Participants were 94 teen-mother-child dyads; 48 in the intervention group received a relationship-focused curriculum offered in 24, 1-hour sessions. Maternal behaviors during play were videotaped and…
Descriptors: Intervention, Language Acquisition, Child Language, Child Development
Deutscher, Barbara; Fewell, Rebecca R. – Topics in Early Childhood Special Education, 2005
This study investigated whether specific behaviors observed in 30 month-old low-birthweight children are predictive of diagnosis of attention-deficit/hyperactivity disorder (ADHD) and school difficulties at age 8. Videotapes of 571 participants were coded using the Attention-Deficit Hyperactivity Disorder Observational Rating Scale (ADHD-ORS).…
Descriptors: Identification, Rating Scales, Hyperactivity, Attention Deficit Disorders
Peer reviewedFewell, Rebecca R.; Deutscher, Barbara – Topics in Early Childhood Special Education, 2002
The contributions of receptive vocabulary scores, maternal responsiveness, and maternal directiveness to the prediction of verbal IQ and reading over a 5 1/2-year period were investigated. Receptive vocabulary scores of 543 low-birthweight children at 36 months accounted for the major portion of the variation. Maternal responsiveness added…
Descriptors: Early Childhood Education, Family Environment, Infants, Intelligence Quotient
Peer reviewedFewell, Rebecca R. – Topics in Early Childhood Special Education, 2000
This article begins with the state of assessment of young children with special needs in the 1960s and traces changes through the end of the century. The embrace of multiple assessment measures, including standardized, norm-referenced measures and informal, functional measures is discussed and development of ecologically valid assessments is…
Descriptors: Diagnostic Tests, Disabilities, Early Childhood Education, Educational History
Peer reviewedMahoney, Gerald; Boyce, Glenna; Fewell, Rebecca R.; Spiker, Donna; Wheeden, C. Abigail – Topics in Early Childhood Special Education, 1998
The results from four early intervention evaluation studies are described in relationship to their impact on parent-child interaction. Intervention effects on child development were unlikely to occur unless mothers modified their style of interacting. Only their level of responsiveness was associated with positive developmental outcomes.…
Descriptors: Child Development, Disabilities, Early Intervention, Emotional Response
Peer reviewedFewell, Rebecca R.; Wheeden, C. Abigail – Topics in Early Childhood Special Education, 1998
An intervention program designed for 62 adolescent mothers and their children (ages 3-39 months) that included a curriculum focused on improving mother-child interaction skills and the mothers' knowledge of child development, resulted in the children making significantly greater gains on selected developmental skills than did their peers.…
Descriptors: Adolescents, At Risk Persons, Child Development, Child Rearing
Peer reviewedFewell, Rebecca R.; And Others – Topics in Early Childhood Special Education, 1997
The relationship between play scores and communication skills, measured in two ways, was investigated in 19 young children with Down syndrome. Results found the relationship between observations of children's play skills and their language competence was strongest when play scores were compared to mothers' reports of communicative competence.…
Descriptors: Correlation, Downs Syndrome, Interpersonal Communication, Interpersonal Competence
Peer reviewedFewell, Rebecca R.; Sandall, Susan R. – Topics in Early Childhood Special Education, 1986
Three frequently used procedures for analyzing developmental outcomes (developmental age, developmental quotient, and prediction indices) were compared using data from an early intervention program for 29 handicapped children (birth to age three). The procedures led to different conclusions regarding program effectiveness. Alternative measures of…
Descriptors: Disabilities, Early Childhood Education, Evaluation Methods, Infants
Peer reviewedFewell, Rebecca R. – Topics in Early Childhood Special Education, 1988
Sixteen pupils, aged four to six, with various disabilities requiring intervention services in motor skills acquisition, participated in a follow-up study. The study found that gross motor gains resulting from intensive intervention failed to continue once the intervention was withdrawn. Fine motor skills were not affected by the gross motor…
Descriptors: Early Childhood Education, Educational Therapy, Followup Studies, Intervention
Peer reviewedFewell, Rebecca R.; Vadasy, Patricia F. – Topics in Early Childhood Special Education, 1987
The article reviews trends in measures of outcome efficacy in early intervention programs. Two recent reports are reviewed which illustrate the problems of relying solely upon child outcomes as measures of program efficacy. Measurement approaches that take into consideration the transactional nature of early intervention are suggested. (Author/DB)
Descriptors: Disabilities, Early Childhood Education, Evaluation Methods, Outcomes of Education
Peer reviewedFewell, Rebecca R.; Oelwein, Patricia L. – Topics in Early Childhood Special Education, 1991
Preschool children (n=194) with special needs enrolled in the Model Preschool Program for Children with Down Syndrome and Other Developmental Delays exhibited significantly higher rates of development during intervention than when the children entered the program. Effects were mixed for the 92 children with Down syndrome, with higher rates of…
Descriptors: Child Development, Demonstration Programs, Developmental Disabilities, Downs Syndrome
Peer reviewedFewell, Rebecca R.; Oelwein, Patricia L. – Topics in Early Childhood Special Education, 1990
The study with 135 children (3-12 years of age) with Down Syndrome or other developmental disabilities found no significant differences in rate of gain across 6 domains when the amount of time in mainstreamed environments was varied. Down Syndrome subjects improved expressive language skills most at sites with no integration. (Author/DB)
Descriptors: Developmental Disabilities, Downs Syndrome, Elementary Education, Expressive Language
Peer reviewedFewell, Rebecca R.; And Others – Topics in Early Childhood Special Education, 1991
The article describes Louisiana's approach to implementing Individualized Family Service Plans, including four model formats developed by early intervention service providers and families of young children with disabilities. Formats differ in the way the required elements are expressed, allowing application to the unique characteristics of…
Descriptors: Compliance (Legal), Disabilities, Early Intervention, Family Programs
