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

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Issue Date
2019-03-08Author
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
Show full item recordAbstract
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.
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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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