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ERIC Number: EJ1015235
Record Type: Journal
Publication Date: 2013-Aug
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0271-1214
Progress of Infants/Toddlers with Severe Disabilities: Perceived and Measured Change
Salisbury, Christine L.; Copeland, Christina G.
Topics in Early Childhood Special Education, v33 n2 p68-77 Aug 2013
An exploratory case study was undertaken to examine child and caregiver outcomes in a diverse sample of 21 infants/toddlers with severe disabilities who received services from an urban, Part C program where caregiver-focused intervention was emphasized. Purposive sampling and mixed methods were used to collect data on child developmental change, rate of progress, and caregiver self-efficacy. Analyses revealed that (a) child developmental gains were significant across all subscales of the "Early Learning Accomplishment Profile-Revised" (ELAP-R) with large effect sizes, (b) individual rates of progress were highly variable as measured by proportional change index (PCI) scores, (c) caregivers attributed improvement in self-efficacy and parenting competence to involvement in this program, (d) caregivers whose child received services at home reported slightly greater levels of self-efficacy than those whose child was seen in a center-based context, and (e) location of service produced equally significant, positive changes in child outcome. Implications for research and practice were discussed. (Contains 3 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A