scholarly journals An Interview with Amy Azano: Fidelity of Implementation

2014 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Michael F. Shaughnessy
Keyword(s):  
Early Intervention ◽  
Response To Intervention ◽  
Fidelity Of Implementation ◽  
Main Concern

Recently, the “response to intervention” paradigm has been adopted to ensure early intervention for children with learning and other problems. One main concern is the teacher’s ability to implement this intervention (in academic and other areas) with fidelity, and integrity. This interview reviews some of these issues and discusses the main concerns in this realm.

The early intervention of geniposide and PNS combination modulated Aβ production and synaptic plasticity in young APP/PS1 transgenic mice

2020 ◽  
Author(s):  
Yan Tan ◽  
Fang He ◽  
Jiao Li ◽  
Yali Zhang ◽  
Liushu Yi ◽  
...  
Keyword(s):  
Synaptic Plasticity ◽  
Early Intervention ◽  
Transgenic Mice ◽  
Intervention Strategy ◽  
Synaptic Function ◽  
Cerebral Stroke ◽  
Preventive Strategy ◽  
Main Concern ◽  
Age Related ◽  
Aβ Production

Abstract Background Alzheimer’s disease (AD) is a common neurodegenerative disease with age-related, which accounts for nearly 80% of dementia. Accompanied with aging population worldwide and clinical failures in AD drugs, early prevention and diagnosis are under main concern. Traditional Chinese medicine (TCM) has a long history in the prevention of cognition declines. In clinic, the combination of geniposide and Panax notoginseng saponin (PNS) is clinically efficacious in the treatment of ischemic cerebral stroke and vascular dementia. In vivo, under a preventive strategy, the combination can improve spatial learning and memory and reduce amyloid plaques in a variety of AD-like animal models. Methods In order to illustrate the neuroprotective role of geniposide and PNS combination under the early intervention strategy, we medically administrated at one-month age of APP/PS1 transgenic mice for three months. The morphology of pyramidal neurons in hippocampus CA1 was observed after Hematoxylin and Eosin staining (HE staining) and the dendritic spines in hippocampus CA1 area are by Golgi silver staining. Thereafter we detect the level of Aβ1–40 and Aβ1–42 in hippocampus and in cortex by ELISA. In addition, western blotting was used for further understanding the effects of geniposide and PNS combination in APP/PS1 transgenic mice. Results We found that the ratio of Aβ1−42 / Aβ1−40 in both cortex and hippocampus was significantly decreased under the treatment; secondly, the combination significantly increased dendrite spine density in hippocampus CA1 areas, and increased the protein level of PSD-95 (synaptic function-related protein in post-synapse). Conclusion These results indicated that geniposide and PNS combination modulated Aβ production and synaptic plasticity in the early stage of AD processing.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

Talking Across Cultures in Early Intervention: Finding Common Ground to Meet Children's Communication Needs

2009 ◽  
Vol 16 (3) ◽  
pp. 79-85 ◽  
Author(s):  
Elizabeth D. Peña ◽  
Christine Fiestas
Keyword(s):  
Early Intervention ◽  
Cultural Values ◽  
Common Ground ◽  
Service Providers ◽  
Cultural Orientation ◽  
Speech Language Pathology ◽  
Provider Perspectives ◽  
Language Pathology ◽  
Communication Needs ◽  
Caregiver Role

Abstract In this paper, we explore cultural values and expectations that might vary among different groups. Using the collectivist-individualist framework, we discuss differences in beliefs about the caregiver role in teaching and interacting with young children. Differences in these beliefs can lead to dissatisfaction with services on the part of caregivers and with frustration in service delivery on the part of service providers. We propose that variation in caregiver and service provider perspectives arise from cultural values, some of which are instilled through our own training as speech-language pathologists. Understanding where these differences in cultural orientation originate can help to bridge these differences. These can lead to positive adaptations in the ways that speech-language pathology services are provided within an early intervention setting that will contribute to effective intervention.

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