References
Ahlgrim-Delzell, L., Browder, D. M., Harris, A. A., Spooner, F., Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74, 407–432. http://cec.metapress.com/content/v4362r28jk604676/. Accessed 1 July 2013.
Bagner, D. M., & Eyberg, S. M. (2007). Parent–child interaction therapy for disruptive behavior in children with mental retardation: A randomized controlled trial. Journal of Clinical Child and Adolescent Psychology, 36, 418–429. doi:10.1080/15374410701448448.
Bagner, D. M., Pettit, J. W., Lewinsohn, P. M., Seeley, J. R., & Jaccard, J. (2013a). Disentangling the temporal relationship between parental depressive symptoms and early child behavior problems: A transactional framework. Journal of Clinical Child & Adolescent Psychology, 42, 78–90. doi:10.1080/15374416.2012.715368.
Bagner, D. M., Rodríguez, G. M., Blake, C. A., & Rosa-Olivares, J. (2013b). Home-based preventive parenting intervention for at-risk infants and their families: An open trial. Cognitive and Behavioral Practice, 20, 334–348. doi:10.1016/j.cbpra.2012.08.001.
Bagner, D. M., Sheinkopf, S. J., Vohr, B. R., & Lester, B. M. (2010). Parenting intervention for externalizing behavior problems in children born premature: An initial examination. Journal of Developmental and Behavioral Pediatrics, 31, 209–216. doi:10.1097/DBP.0b013e3181d5a294.
Bailey, D. B., Jr., Hebbeler, K., Scarborough, A., Spiker, D., Mallik, S. (2004). First experiences with early intervention: A national perspective. Pediatrics, 113, 887–896. http://pediatrics.aappublications.org/content/113/4/887.full.html. Accessed 1 July 2013.
Bailey, D. B, Jr, Hebbeler, K., Spiker, D., Scarborough, A., Mallik, S., & Nelson, L. (2005). Thirty-six-month outcomes for families of children who have disabilities and participated in early intervention. Pediatrics, 116, 1346–1352. doi:10.1542/peds.2004-1239.
Beck, A. T. (1963). Thinking and depression: Idiosyncratic content and cognitive distortions. Archives of General Psychiatry, 9, 324–333. doi:10.1001/archpsyc.1963.01720160014002.
Bellack, A., & Hersen, M. (1979). Research and practice in social skills training. New York: Plenum.
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., et al. (2008). Promoting academic and social-emotional school readiness: The head start REDI program. Child Development, 79, 1802–1817. doi:10.1111/j.1467-8624.2008.01227.x.
Campbell, P. H., & Sawyer, L. B. (2009). Changing early intervention providers’ home visiting skills through participation in professional development. Topics in Early Childhood Special Education, 28, 219–234. doi:10.1177/0271121408328481.
Cappella, E., Frazier, S., Atkins, M., Schoenwald, S., & Glisson, C. (2008). Enhancing schools’ capacity to support children in poverty: An ecological model of school-based mental health services. Administration and Policy in Mental Health and Mental Health Services Research, 35, 395–409. doi:10.1007/s10488-008-0182-y.
Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education & Development, 17, 57–89. doi:10.1207/s15566935eed1701_4.
Dishion, T. J., Shaw, D., Connell, A., Gardner, F., Weaver, C., & Wilson, M. (2008). The family check-up with high-risk indigent families: Preventing problem behavior by increasing parents’ positive behavior support in early childhood. Child Development, 79, 1395–1414. doi:10.1111/j.1467-8624.2008.01195.x.
D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78, 107–126. doi:10.1037/h0031360.
Eyberg, S. M., Funderburk, B. W., Hembree-Kigin, T. L., McNeil, C. B., Querido, J. G., & Hood, K. (2001). Parent-child interaction therapy with behavior problem children: One and two year maintenance of treatment effects in the family. Child and Family Behavior Therapy, 23, 1–20. doi:10.1300/J019v23n04_01.
Feldman, M. A., Hancock, C. L., Rielly, N., Minnes, P., & Cairns, C. (2000). Behavior problems in young children with or at risk for developmental delay. Journal of Child and Family Studies, 9, 247–261. doi:10.1023/a:1009427306953.
First, L. R., & Palfrey, J. S. (1994). Current concepts—the infant or young child with developmental delay. New England Journal of Medicine, 330, 478–483. doi:10.1056/NEJM199402173300708.
Fleming, J. L., Sawyer, L. B., & Campbell, P. H. (2011). Early intervention providers’ perspectives about implementing participation-based practices. Topics in Early Childhood Special Education, 30, 233–244. doi:10.1177/0271121410371986.
Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavioral Disorders, 10, 149–157. doi:10.1177/10634266020100030301.
Gardner, F., Shaw, D. S., Dishion, T. J., Burton, J., & Supplee, L. (2007). Randomized prevention trial for early conduct problems: Effects on proactive parenting and links to toddler disruptive behavior. Journal of Family Psychology, 21, 398–406. doi:10.1037/0893-3200.21.3.398.
Garland, A. F., Plemmons, D., & Koontz, L. (2006). Research-practice partnership in mental health: Lessons from participants. Administration and Policy in Mental Health and Mental Health Services Research, 33, 517–528. doi:10.1007/s10488-006-0062-2.
Guralnick, M. J. (1998). Effectiveness of early intervention for vulnerable children: A developmental perspective. American Journal on Mental Retardation, 102, 319–345. doi:10.1111/j.1468-3148.2005.00270.x.
Guralnick, M. J., Hammond, M. A., Connor, R. T., & Neville, B. (2006). Stability, change, and correlates of the peer relationships of young children with mild developmental delays. Child Development, 77, 312–324. doi:10.1111/j.1467-8624.2006.00872.x.
Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75–90. doi:10.1016/s0885-2006(99)00038-1.
Hastings, R. P., & Beck, A. (2004). Practitioner review: Stress intervention for parents of children with intellectual disabilities. Journal of Child Psychology and Psychiatry, 45, 1338–1349. doi:10.1111/j.1469-7610.2004.00357.x.
Hebbeler, K., Spiker, D., & Kahn, L. (2012). Individuals with Disabilities Education Act’s early childhood programs. Topics in Early Childhood Special Education, 31, 199–207. doi:10.1177/0271121411429077.
La Paro, K. M., & Pianta, R. C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70, 443–484. doi:10.3102/00346543070004443.
Masten, A. S. A., Hubbard, J. J. J., Gest, S. D. S., Tellegen, A. A., Garmezy, N. N., & Ramirez, M. M. (1999). Competence in the context of adversity: Pathways to resilience and maladaptation from childhood to late adolescence. Development and Psychopathology, 11, 143–169. http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=43635.
Olds, D. L. (2006). The nurse-family partnership: An evidence-based preventive intervention. Infant Mental Health, 27, 5–25. doi:10.1002/imhj.20077.
Olds, D. L., Sadler, L., & Kitzman, H. (2007). Programs for parents of infants and toddlers: Recent evidence from randomized trials. Journal of Child Psychology and Psychiatry, 48, 355–391. doi:10.1111/j.1469-7610.2006.01702.x.
Olson, S. L., Bates, J. E., Sandy, J. M., & Schilling, E. M. (2002). Early developmental precursors of impulsive and inattentive behavior: From infancy to middle childhood. Journal of Child Psychology and Psychiatry, 43, 435–447. doi:10.1111/1469-7610.00035.
Olsson, M. B., & Hwang, C. P. (2001). Depression in mothers and fathers of children with intellectual disability. Journal of Intellectual Disability Research, 45, 535–543. doi:10.1046/j.1365-2788.2001.00372.x.
Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H.-J., & Kantz, K. R. (2007). Enhancing parent–child interactions through home visiting: Promising Practice or unfulfilled promise? Journal of Early Intervention, 29, 119–140. doi:10.1177/105381510702900205.
Plant, K. M., & Sanders, M. R. (2007). Predictors of care-giver stress in families of preschool-aged children with developmental disabilities. Journal of Intellectual Disability Research, 51, 109–124. doi:10.1111/j.1365-2788.2006.00829.x.
Postert, C., Averbeck-Holocher, M., Achtergarde, S., Müller, J. M., & Furniss, T. (2012). Regulatory disorders in early childhood: Correlates in child behavior, parent–child relationship, and parental mental health. Infant Mental Health Journal, 33, 173–186. doi:10.1002/imhj.20338.
Proctor, E., Landsverk, J., Aarons, G., Chambers, D., Glisson, C., & Mittman, B. (2009). Implementation research in mental health services: An emerging science with conceptual, methodological, and training challenges. Administration and Policy in Mental Health and Mental Health Services Research, 36, 24–34. doi:10.1007/s10488-008-0197-4.
Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53, 109–120. doi:10.1037/0003-066X.53.2.109.
Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511. doi:10.1016/s0193-3973(00)00051-4.
Rosenberg, S. A., Zhang, D., & Robinson, C. C. (2008). Prevalence of developmental delays and participation in early intervention services for young children. Pediatrics, 121, E1503–E1509. doi:10.1542/peds.2007-1680.
Schickedanz, J. A., & Collins, M. F. (2012). For young children, pictures in storybooks are rarely worth a thousand words. The Reading Teacher, 65, 539–549. doi:10.1002/trtr.01080.
Schuhmann, E. M., Foote, R. C., Eyberg, S. M., Boggs, S. R., & Algina, J. (1998). Efficacy of parent–child interaction therapy: Interim report of a randomized trial with short-term maintenance. Journal of Clinical Child Psychology, 27, 34–45. doi:10.1207/s15374424jccp2701_4.
Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental Psychology, 41, 860–871. doi:10.1037/0012-1649.41.6.860.
Shaw, D. S., Owens, E. B., Giovannelli, J., & Winslow, E. B. (2001). Infant and toddler pathways leading to early externalizing disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 36–43. doi:10.1097/00004583-200101000-00014.
Sonnander, K., & Claesson, M. (1999). Predictors of developmental delay at 18 months and later school achievement problems. Developmental Medicine and Child Neurology, 41, 195–202. doi:10.1017/s0012162299000389.
Stahmer, A. C., & Aarons, G. A. (2009). Attitudes toward adoption of evidence-based practices: A comparison of autism early intervention providers and children’s mental health providers. Psychological Services, 6, 223–234. doi:10.1037/A0010738.
Stahmer, A. C., Collings, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20, 66–79. doi:10.1177/10883576050200020301.
Vig, S., & Kaminer, R. (2002). Maltreatment and developmental disabilities in children. Journal of Developmental and Physical Disabilities, 14, 371–386. doi:10.1023/a:1020334903216.
White, K. R., Taylor, M. J., & Moss, V. D. (1992). Does research support claims about the benefits of involving parents in early intervention programs. Review of Educational Research, 62, 91–125. doi:10.3102/00346543062001091.
Whitehurst, G. J., Crone, D. A., Zevenbergen, A. A., Schultz, M. D., Velting, O. N., & Fischel, J. E. (1999). Outcomes of an emergent literacy intervention from head start through second grade. Journal of Educational Psychology, 91, 261–272. doi:10.1037/0022-0663.91.2.261.
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542–555. doi:10.1037/0012-1649.27.2.236.
Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology, 24, 1–15. doi:10.1016/S0193-3973(03)00021-2.
Acknowledgments
This work was supported by National Institute of Mental Health research grant RO1 MH-081049 (S.L.F.), center grant P20-MH078458, and career development award K23 MH-085659 (D.M.B.).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Bagner, D.M., Frazier, S.L. & Berkovits, M. Getting Ready for Preschool: Linking Early Intervention and Family Mental Health for Infants and Toddlers with Developmental Delay. Adm Policy Ment Health 41, 707–711 (2014). https://doi.org/10.1007/s10488-013-0513-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10488-013-0513-5