Young Children with Special Needs

by Hooper, Stephen R.; Umansky, Warren

• ISBN13: 9780131113404
• ISBN10: 0131113402
• Edition: 4th
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: PRENTICE-HALL

Summary

As the only volume in the field to provide in-depth treatment of early childhood special education, this edited book offers broad-based coverage of all aspects of special education for the young from a theoretical-developmental perspective. The authors provide an exceptionally thorough discussion of how children develop and what can go wrong while giving future special education teachers a solid "knowledge-content-applications" approach from which to teach children with special needs from birth to 5 years old. Significant attention is paid to core issues-special education's historical foundations, the growth and development of the discipline, working with families, assessment and intervention, and the use of technology. For future special education teachers.

Table of Contents

PART I Foundations
1 Introduction to Young Children with Special Needs	2	(36)
Warren Umansky
A Rationale for Early Childhood Special Education	5	(12)
Legislation	5	(8)
Empirical Evidence	13	(3)
Ethical Considerations	16	(1)
The Early Interventionist	17	(6)
Teacher Roles	17	(2)
Teacher Competencies	19	(4)
Young Children with Special Needs and Their Families	23	(6)
Who Are Young Children with Special Needs?	23	(6)
The Family and the Community	29	(3)
Summary	32	(1)
Review Questions and Discussion Points	32	(1)
Recommended Resources	32	(1)
References	33	(5)
2 Developmental Processes and Factors Affecting Development	38	(52)
Stephen R. Hooper and Carrie Mills
Definitional Issues and Processes	40	(4)
Definition	40	(1)
Individual Differences	41	(1)
Principles of Development	41	(2)
Processes of Development	43	(1)
Periods of Development	44	(12)
Conception	44	(2)
Prenatal Development	46	(2)
The Birth Process	48	(3)
Neonatal Period	51	(1)
Infant Period	52	(2)
Toddler Period	54	(1)
Preschool Period	55	(1)
Factors Affecting Development	56	(23)
Maternal Age and Parity	56	(1)
Paternal Factors	57	(1)
Maternal Nutrition	57	(2)
Exposure to Toxins During Pregnancy	59	(1)
Substance Use During Pregnancy	60	(4)
Maternal Illnesses	64	(2)
Maternal Infections	66	(1)
Maternal Emotional State	67	(1)
Blood Incompatibility	68	(1)
Genetic Abnormalities	68	(6)
Prematurity and Low Birth Weight	74	(3)
Failure to Thrive	77	(1)
Child Abuse and Neglect	77	(2)
Summary	79	(1)
Review Questions and Discussion Points	79	(1)
Recommended Resources	80	(1)
References	80	(10)
3 Partnerships with Families	90	(30)
Zolinda Stoneman and Mary E. Rugg
Family-Centered Values	93	(4)
Family Strengths Are Identified and Emphasized	94	(1)
Families Are Actively Included in Planning and Decision Making	95	(1)
Services and Supports Are Developed for the Whole Family	95	(1)
Family Priorities Guide Intervention Goals and Services	96	(1)
The Preferred Level of Family Participation Is Respected	96	(1)
Family Diversity	97	(2)
Changing Family Demographics	97	(1)
Serving Families from Different Cultures	97	(1)
Families, Poverty, and Early Intervention	98	(1)
The Family as a System	99	(5)
Parental Roles	100	(2)
Marital Roles	102	(1)
Sibling Roles	102	(1)
The Role of the Child with a Disability	103	(1)
The Role of the Extended Family	104	(1)
Parent Emotions, Beliefs, and Parent-to-Parent Support	104	(1)
Natural Environments as Sources of Everyday Learning Opportunities	105	(2)
Skills for Effective Work in Partnership with Families	107	(6)
Demonstrating Respect	109	(1)
Being Realistic	109	(1)
Using Good Listening and Communication Skills	110	(1)
Helping the Family Build Natural Support Networks	111	(1)
Being Sensitive	111	(1)
Reaching Out-Forming Partnerships and Collaborations	112	(1)
Being Flexible-Doing Whatever It Takes	113	(1)
Summary	113	(1)
Review Questions and Discussion Points	113	(1)
Recommended Resources	114	(1)
References	114	(6)
PART II Principles of Assessment and Intervention
4 Assessment of Young Children: Standards, Stages, and Approaches	120	(28)
Rebecca Edmondson Pretzel and Jennifer Hiemenz
Current Standards for the Assessment Process	122	(2)
Treatment Utility	123	(1)
Social Validity	123	(1)
Convergent Assessment	124	(1)
Consensual Validity	124	(1)
Stages of Assessment	124	(9)
Stage 1: Early Identification	124	(6)
Stage 2: Comprehensive Evaluation	130	(3)
Stage 3: Program Planning and Implementation	133	(1)
Stage 4: Program Evaluation	133	(1)
Team Approaches and Typologies	133	(8)
Team Models	134	(1)
Assessment Typologies	135	(6)
Considerations for the Assessment of Young Children	141	(3)
Selection of Assessment Measures and Methods	141	(1)
Situational Considerations	142	(1)
Family and Parental Involvement	143	(1)
Summary	144	(1)
Review Questions and Discussion Points	144	(1)
Recommended Resources	145	(1)
References	145	(3)
5 Intervention	148	(40)
Tina M. Smith and Tashawna Duncan
Defining Intervention	150	(1)
Family-Centered Intervention	151	(4)
Multiculturalism and Early Intervention	152	(2)
Barriers to Effective Family Involvement	154	(1)
Program Planning	155	(28)
Step 1: Assessment	155	(2)
Step 2: The Individualized Service Plan	157	(7)
Step 3: Implementation of Intervention	164	(15)
Step 4: Evaluation	179	(4)
Summary	183	(1)
Review Questions and Discussion Points	184	(1)
Recommended Resources	184	(1)
References	185	(3)
6 Technology for Assessment and Intervention	188	(36)
Kathryn Wolff Heller
Types of Technology	191	(5)
Medical Technology	191	(1)
Technology Productivity Tools	192	(1)
Informational Technology	192	(1)
Assistive Technology	193	(1)
Instructional Technology	194	(2)
Assessment Considerations	196	(7)
Assistive Technology Assessment Considerations	197	(2)
Instructional Technology Assessment	199	(4)
Augmentative Communication	203	(4)
Means of Access, Storage, and Output	205	(1)
Symbol and Vocabulary Selection	206	(1)
Augmentative Communication and Assessment	207	(1)
Computer Access	207	(4)
Accessibility Functions and Keyboard Modifications	208	(1)
Alternate Keyboards and Alternate Input	209	(1)
Computer Output Options	210	(1)
Assessing Computer Access	211	(1)
Software for Early Learning	211	(5)
Cause-and-Effect Software	212	(1)
Language Development Software	212	(1)
Software for Readiness and Beginning Academic Skills	213	(1)
Software Targeting Multiple Intelligence Areas	214	(2)
Play and Technology	216	(2)
Adapted Toys	216	(1)
Games, Recreational Devices, and Software Programs	217	(1)
Providing Environments for Play	217	(1)
Summary	218	(1)
Review Questions and Discussion Points	218	(1)
Recommended Resources	219	(1)
References	219	(5)
PART III Developmental Domains
7 Gross Motor Development	224	(44)
Carole W. Dennis and Kathleen A. Schlough
Theories of Motor Development	227	(4)
Reflex/Hierarchical Model	227	(3)
Dynamic Systems Model	230	(1)
Stages of Gross Motor Development	231	(7)
Birth to Six Months	231	(4)
Seven to Twelve Months	235	(1)
Twelve to Twenty-four Months	236	(1)
Two to Five Years	237	(1)
Factors Affecting Gross Motor Development	238	(6)
Variations in Early Motor Development	238	(1)
Race, Ethnicity, and Culture	239	(2)
Prematurity	241	(1)
Disorders of Postural Tone	241	(2)
Sensory Registration and Processing Disorders	243	(1)
Gross Motor Development in Young Children with Special Needs	244	(11)
Cerebral Palsy	244	(2)
Traumatic Brain Injury and Brain Tumors	246	(1)
Spina Bifida (Myelodysplasia)	247	(1)
Degenerative Conditions (Neuromuscular Disorders)	248	(4)
Spinal Cord Injury and Tumors of the Spinal Cord	252	(1)
Down Syndrome	252	(1)
Disorders of Motor Coordination	253	(1)
Autism	254	(1)
Specific Strategies for Gross Motor Assessment	255	(2)
Selected Strategies for Intervention	257	(3)
Models and Frameworks for Meeting Gross Motor Needs	257	(2)
Positioning the Child	259	(1)
Postural and Gross Motor Control	259	(1)
Assistive Technology for Gross Motor Intervention	260	(2)
Summary	262	(1)
Review Questions and Discussion Points	262	(1)
Recommended Resources	263	(1)
References	263	(5)
8 Fine Motor, Oral Motor, and Self-Care Development	268	(64)
Jean A. Patz and Carole W. Dennis
Theories of Fine Motor Development	270	(1)
Stages of Fine Motor Development	271	(4)
Reach	272	(1)
Grasp	273	(1)
Release	274	(1)
Fine Motor Development in Toddlers and Preschoolers	275	(4)
Manipulation	275	(4)
Factors Affecting Fine Motor Development	279	(3)
Fine Motor Development in Young Children with Special Needs	282	(6)
Cerebral Palsy	282	(1)
Down Syndrome	283	(1)
Disorders of Sensory Regulation	284	(1)
Autism	284	(3)
Disorders of Sensory Discrimination	287	(1)
Specific Strategies for Fine Motor Assessment	288	(1)
Use of Technology in Fine Motor Assessment and Intervention	289	(1)
Selected Strategies for Fine Motor Intervention	290	(7)
Positioning the Child	291	(1)
Positioning of Objects	292	(2)
Fine Motor Materials	294	(1)
Prewriting Adaptations	295	(1)
Prewriting Programs	295	(1)
Scissors Skills	296	(1)
Theories of Oral Motor Development	297	(1)
Stages of Typical Oral Motor Development	298	(3)
Positioning During Meals	298	(1)
Sucking	299	(1)
Swallowing	299	(1)
Munching and Chewing	300	(1)
Spoon-Feeding	300	(1)
Cup Drinking	300	(1)
Factors Affecting Oral Motor Development	301	(4)
Positioning	303	(1)
Sucking	303	(1)
Swallowing	303	(1)
Chewing	304	(1)
Spoon-Feeding	305	(1)
Cup Drinking	305	(1)
Oral Motor Development in Young Children with Special Needs	305	(2)
Cerebral Palsy	305	(1)
Down Syndrome	306	(1)
Autism	306	(1)
Cleft Lip or Palate	306	(1)
Low Vision	306	(1)
Myelomeningocele	307	(1)
Congenital AIDS	307	(1)
Learning Disability	307	(1)
Specific Strategies for Oral Motor Assessment	307	(1)
Selected Strategies for Oral Motor Intervention	308	(7)
Positioning the Child	308	(1)
Positioning of the Feeder	309	(1)
Sucking	309	(1)
Swallowing	310	(1)
Chewing	310	(1)
Diet Texture	311	(1)
Spoon-Feeding	311	(1)
Cup Drinking	312	(3)
Stages of Typical Self-Care Development	315	(4)
Stages of Self-Feeding Development	315	(1)
Stages of Dressing Development	316	(1)
Stages of Toileting Development	316	(3)
Self-Care Development in Young Children With Special Needs	319	(2)
Self-Feeding	319	(1)
Dressing	320	(1)
Toileting	320	(1)
Specific Strategies for Self-Care Assessment	321	(1)
Selected Assessment Tools That Evaluate Self-Care Skills	321	(1)
Use of Technology in Self-Care Assessment and Intervention	322	(1)
Use of Technology in Toileting	322	(1)
Selected Strategies, for Self-Care Intervention	323	(2)
Summary	325	(1)
Review Questions and Discussion Points	326	(1)
Recommended Resources	326	(1)
References	327	(5)
9 Cognitive Development	332	(40)
Warren Umansky
The Range of Cognitive Skills	334	(1)
Piaget's Theory of Cognitive Development	334	(5)
Organization of Development	338	(1)
Piaget's Stages of Development	339	(8)
Sensorimotor Period	339	(4)
Preoperational Period	343	(4)
Other Theories of Development	347	(4)
Vygotsky's Theory	347	(1)
Behavioral Theories	348	(3)
Relationships Between Developmental and Cognitive Processing Models	351	(1)
Factors That Affect Cognitive Development	352	(2)
Cognition and the Environment	352	(2)
Cognitive Development and the Child with Special Needs	354	(6)
Mental Retardation	355	(1)
Visual Impairments	356	(1)
Hearing Impairments	357	(1)
Physical Impairments	358	(1)
Autism	359	(1)
Facilitating Cognitive Development	360	(6)
Focusing on the Process	360	(1)
Skills of the Interventionist	361	(4)
Structuring the Curriculum	365	(1)
Summary	366	(1)
Review Questions and Discussion Points	366	(1)
Recommended Resources	366	(1)
References	367	(5)
10 Communication	372	(38)
Susan R. Easterbrooks
Language: A Framework and Definitions	374	(5)
Communication	374	(1)
Speech	374	(1)
Language	374	(1)
Form, Content, and Use	375	(1)
Phonology	375	(2)
Morphology	377	(1)
Syntax	378	(1)
Semantics	378	(1)
Pragmatics	378	(1)
Stages of Normal Language Acquisition	379	(3)
Prelinguistic and Babbling Stage	379	(1)
One-Word Stage	380	(1)
Early Word Combinations	381	(1)
Multiword Combinations	381	(1)
Simple Sentence Structure	381	(1)
Theories of Communication Development	382	(2)
Behavioral Theory	382	(1)
Innatist Theory	383	(1)
Cognitive Theory	383	(1)
Social Interaction Theory	383	(1)
Factors Influencing Communication Development	384	(3)
Hearing	384	(1)
Vision	385	(1)
Intelligence	386	(1)
Memory	386	(1)
Attention	386	(1)
Communication Development in Young Children with Special Needs	387	(7)
Mental Retardation	387	(1)
Learning Disabilities	388	(1)
Behavior Disorders	388	(1)
Specific Speech Disorders	389	(1)
Specific Language Impairment	390	(1)
Hearing Loss	390	(1)
Vision Loss	391	(1)
Cerebral Palsy	392	(1)
Other Health Impairments and Neurological Problems	392	(1)
Autism Spectrum Disorder	393	(1)
Attention-Deficit Hyperactivity Disorder	393	(1)
Children from Culturally and Linguistically Diverse Backgrounds	394	(1)
Speech and Language Assessment	394	(2)
Assistive Technology and Augmentative and Alternative Communication	396	(1)
Issues and Principles of Communication Intervention	397	(4)
Collaboration	397	(1)
Didactic and Child-Directed Approaches	397	(1)
Caregiver-Child Interactions and Naturalistic Environments	398	(1)
Influence of Preschool Inclusion on Language Intervention	398	(1)
Principles of Intervention	398	(3)
Summary	401	(1)
Review Questions and Discussion Points	402	(1)
Recommended Resources	402	(1)
References	403	(7)
11 Social and Emotional Development	410	(38)
Joan Lieber and Warren Umansky
Stages of Typical Social and Emotional Development	412	(3)
Emotional Development	412	(1)
Social Development with Peers	413	(2)
Friendship	415	(1)
Theories of Social and Emotional Development	415	(3)
Attachment Theory	416	(1)
Emotional Intelligence	417	(1)
Psychosocial Theory	417	(1)
Social Learning Theory	418	(1)
Factors Affecting Social and Emotional Development	418	(4)
Temperament	419	(1)
Gender	419	(1)
Stress	420	(1)
Sibling Relationships	420	(1)
Parental Style	421	(1)
Social and Emotional Development in Children with Special Needs	422	(7)
Children with Autism	422	(1)
Children with Developmental Delays	423	(1)
Children with Communication Disabilities	423	(1)
Children with Sensory Impairments	424	(2)
Children with Challenging Behaviors	426	(1)
Children with Attention Deficits	427	(1)
Children with Physical Impairments	427	(1)
Social Acceptance and Rejection	428	(1)
Friendship and Children with Disabilities	428	(1)
Specific Strategies for Social and Emotional Assessment	429	(4)
Issues in Assessment	429	(1)
Types of Assessment Instruments	430	(3)
Technology in Social and Emotional Assessment and Intervention	433	(1)
Intervention Strategies to Promote Social and Emotional Development	434	(7)
Family-Focused Interventions	434	(1)
Skills of the Caregiver	434	(2)
Skills of the Interventionist	436	(1)
Child-Focused Interventions	436	(1)
The Classroom Setting	436	(1)
Strategies to Improve Social Relationships	437	(3)
Interventions for Emotional Development	440	(1)
Interventions for Challenging Behaviors	440	(1)
Summary	441	(1)
Review Questions and Discussion Points	441	(1)
Recommended Resources	441	(1)
References	442	(6)
PART IV Epilogue
12 Issues and Directions	448	(9)
Stephen R. Hooper and Warren Umansky
Terminology	450	(1)
Inclusion	451
Families	450	(3)
Cultural Diversity	453	(1)
Training	453	(1)
Technology	454	(1)
Public Policy	455	(1)
Keeping Pace	455	(1)
To the Future	456	(1)
Name Index	457	(14)
Subject Index	471

Excerpts

It has been approximately 25 years since the first edition ofYoung Children with Special Needswas published, and there was little history to present about the field at that time. We remarked about that in the preface of the third edition, and now comment on it again in the fourth edition. This remains an important point in that the growth in the field of early childhood special education has been extraordinary. From the first few experimental personnel preparation programs, there have grown dozens--with more contemporary programs evolving at a rapid rate even since the last edition in 1998. From a few demonstration early intervention programs for preschoolers in each state, there have grown thousands of programs, and early intervention is mandatory in every state for eligible children beginning at birth. From a few experimental curricula and homemade materials, there has grown an industry geared to serving the needs of young children with disabilities and their families. This growth has been unprecedented, and it is likely to continue--even in the face of difficult financial times. There has been a true commitment to early childhood special education on the part of state and federal governments, university training programs, and local communities, and this commitment likely will be rewarded with better services and evidence-based interventions for young children with special needs, better trained personnel, more informed and more involved families and communities, and increasingly more child-friendly public policies. In turn, we should gain increased respect for young children with special needs and their families and, ultimately, there should be valuable contributions to our society as a whole from this population. The fourth edition ofYoung Children with Special Needsmaintains a number of similarities with the third edition. This edition continues to be driven by a developmental theoretical perspective. We have built that perspective into most of the chapters in the latter half of the text, and all of the contributors have done an exceptional job in perpetuating this developmental perspective. We also have continued to put emphasis on some key content areas in early childhood special education such as historical foundations, basic growth and development, families, assessment and intervention, and technology. At the center of successful early intervention are competent professionals who are knowledgeable about children, families, and the tools of assessment and intervention, and who apply that knowledge in a sensitive and skillful way. Many of the chapters in this text provide the reader with an introductory knowledge base about the field and about factors that influence development, and we have made a great effort to present the very latest information and to challenge the reader to think beyond the facts. In this revision, we also continue to emphasize the importance of gaining a broad, yet deep perspective of how children develop as they do and what can go wrong. We have remained consistent in our use of terminology (e.g., we use the termearly interventionistto refer to the many different professionals, including and most specifically the early childhood special educator, who provide early intervention services), and we have given the instructor in early childhood or special education a clear approach from which to work; that is, a knowledge-content-application approach. We believe this approach is more logical and more conducive to incremental learning by the student. The fourth edition ofYoung Children with Special Needsalso maintains a number of differences when compared to the third edition. The text has a more user-friendly appearance, with a number of instructional aids being added. Specifically, each chapter begins with an outline of the chapter-specific topics, and ends with questions and discussion points. In addition, each chapter provides a number