Evaluation of Utah's Early Intervention Mandate: Juvenile Sentencing Guidelines and Intermediate Sanctions, 1996-2000

2003 ◽  
Author(s):  
◽  
Matthew J. Davis ◽  
John DeWitt ◽  
Edward C. Brynes ◽  
Amanda Barusch
Keyword(s):  
Early Intervention ◽  
Sentencing Guidelines ◽  
Juvenile Sentencing ◽  
Intermediate Sanctions

Evaluation of Utah's Early Intervention Mandate: The Juvenile Sentencing Guidelines and Intermediate Sanctions

2002 ◽  
Author(s):  
Russell K. Ven Vleet ◽  
Matthew J. Davis ◽  
John DeWiltt ◽  
Edward C. Brynes ◽  
Amanda Barusch
Keyword(s):  
Early Intervention ◽  
Sentencing Guidelines ◽  
Juvenile Sentencing ◽  
Intermediate Sanctions

Washington State's Solo Path: Juvenile Sentencing Guidelines

1999 ◽  
Vol 11 (5) ◽  
pp. 273-277 ◽  
Author(s):  
Roxanne Lieb ◽  
Megan E. Brown
Keyword(s):  
Sentencing Guidelines ◽  
Juvenile Sentencing

The Use of Day Reporting as an Intermediate Sanction: A Study of Offender Targeting and Program Termination

1999 ◽  
Vol 79 (2) ◽  
pp. 205-225 ◽  
Author(s):  
LIZ MARIE MARCINIAK
Keyword(s):  
North Carolina ◽  
Logistic Regression ◽  
Regression Analysis ◽  
Logistic Regression Analysis ◽  
Sentencing Guidelines ◽  
Program Termination ◽  
Offender Characteristics ◽  
Intermediate Sanctions ◽  
Net Widening

The 1994 North Carolina Structured Sentencing Act led to the increased use of intermediate sanctions such as day reporting centers. This study evaluates offender targeting and program termination among a sample of 204 offenders who were sentenced to a day reporting center (DRC) in a southeastern North Carolina county. Despite sentencing guidelines, judges sentenced some offenders to the day reporting center who were ineligible. Issues of net-widening and judicial compliance are addressed. Results show that the rate of program termination was high. Logistic regression analysis shows some offender characteristics that affect the likelihood of termination from the DRC.

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.

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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