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    Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study

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    Palmer_2019.pdf (306.8Kb)
    Issue Date
    2019-03-08
    Author
    Palmer, Susan B.
    Fleming, Kandace K.
    Summers, Jean Ann
    Erwin, Elizabeth J.
    Maude, Susan P.
    Brotherson, Mary Jane
    Stroup-Rentier, Vera
    Haines, Shana J.
    Zheng, Yuzhu Z.
    Peck, Nancy F.
    Wu, Hsiang-Yi
    Publisher
    Springer
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Rights
    Copyright © 2019, Springer Nature
    Metadata
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    Abstract
    Foundations for self-determination begin in early childhood for children with disabilities with the onset of self-regulation and engagement in activities at home, school, and in the community. This article describes the development and preliminary results of an intervention model that encourages collaborative practices for parents and teachers around short-term goal setting to adjust environments for young children with special needs or at risk for delay. The Foundations Intervention was used with 48 children in authentic early childhood settings and involved parents, teachers, and a facilitator to enhance children’s self-regulation and engagement at home and school. Results showed feasibility of the intervention; positive child outcomes in goal attainment, self-regulation, and engagement measures were also evident. When parents and teachers communicated about a child’s strengths and needs within routines at home and school, this appeared to strengthen parent and teacher connections and helped children become more engaged or regulated in daily activities.
    URI
    http://hdl.handle.net/1808/30798
    DOI
    https://doi.org/10.1007/s41252-019-00106-0
    Collections
    • Special Education Scholarly Works [297]
    Citation
    Palmer, S. B., Fleming, K. K., Summers, J. A., Erwin, E. J., Maude, S. P., Brotherson, M. J., Stroup-Rentier, V., Haines, S. J., Zheng, Y. Z., Peck, N. F., & Wu, H. Y. (2019). Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study. Advances in neurodevelopmental disorders, 3(2), 188–196. https://doi.org/10.1007/s41252-019-00106-0

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    KU Libraries
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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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