Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs
AuthorBohjanen, Sharon Lynn
Part C Programs
quality early intervention
Social justice model for early intervention
Access to early intervention
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractInfants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top-Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for developmental delays due to poverty or disability. Although IDEA, Part C programs were not specifically targeted by this initiative, policies associated with RTT-ELC may have an indirect impact on state EI programs. The purpose of this study was to examine the effects of RTT-ELC on Part C programs by comparing states that received federal grants to states that did not. This study used a social justice framework to identify variables that inform equitable access to high quality Part C programs. Data were extracted from Part C state profiles and compared across states. Awarded states were more likely to increase enrollment of infants and toddlers in Part C Programs and were more likely to use broad eligibility criteria. These findings indicated that although differences were small they could become more pronounced over time. The need for policy change in Part C programs and federal early learning initiatives to directly target infants, toddlers and families in poverty are highlighted through the results of this study.
Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
Showing items related by title, author, creator and subject.
Study of an Early Wellness Program in Parkinson ’s Disease: Impact On Quality Of Life And Early Intervention GuidancePage, Brent Michael; The University of Arizona College of Medicine - Phoenix; Shill, Holly (The University of Arizona., 2017-05-26)Previous studies have shown that Parkinson’s disease (PD) patients are at an increased risk for a variety of complications impacting health related quality of life (HRQoL). Additionally, these various complications often lead to increased healthcare utilization. Wellness intervention in PD has shown to be effective in improving HRQoL and objective measures of disease burden such as motor functioning. What has not been demonstrated to date is whether patients who are given the opportunity to participate in regularly administered classes in these modalities will continue to attend and whether benefits will continue to be realized outside the strict confines of a controlled trial. This study examined whether intervening early in PD with a comprehensive Wellness Program is feasible and promotes lasting habits that will continue to provide sustained benefit. It was hypothesized that intervening early in PD with an intensive program involving structured exercise, socialization and PD specific education would serve to maintain or improve subject’s quality of life while decreasing healthcare utilization. Twenty‐one consenting ambulatory adult subjects diagnosed with PD within the last five years completed various screenings at baseline and following a required 6‐month Wellness Program intervention. Subjects were assessed at 12 and 18 months if they continued to participate. Patient demographics, disease specific quality of life, objective mobility, healthcare utilization and falls were assessed. Data were collected at Banner Sun Health Research Institute, located in Sun City, Arizona. All p‐values were 2‐tailed and P<0.05 was considered statistically significant. All data analyses were conducted using STATA‐14. Twenty of twenty‐one subjects completed the required 6‐month intervention. Continued participation was 70% at 12 months and 60% at 18 months. Overall HRQoL was stable at 18 months. Significant improvement was seen in patient reported mobility and emotion sub‐areas at 12 months. Communication specific HRQoL was significantly worsened at 12 months. Subjects demonstrated a stable level of physical activity while fatigue was significantly decreased. All objective measures were significantly improved from baseline. Healthcare utilization was decreased by 18 months. A total of 5 falls were reported by 3 subjects during the 6‐month interventional period. This pilot study demonstrates that comprehensive wellness intervention in early PD is feasible, effective, safe and valuable in establishing long‐term beneficial habits while potentially reducing healthcare utilization. The significant long‐term subject participation observed in this study establishes that wellness intervention may be practical for large scale implementation. The results also highlight the importance of addressing communication specific symptoms early in the course of the disease. Ultimately, this study will aid the design and implementation of future PD wellness interventions.
Early Intervention Programs: Preemie Parents' Perceptions and Barriers to ParticipationGephart, Sheila; Garcia, Cristianna; Peek, Gloanna; Phipps, Lorri; Gephart, Sheila (The University of Arizona., 2015)Infants born prior to 37 weeks gestation are at risk for countless medical problems and developmental delays. In order to help minimize these delays and improve the child’s potential, the Individuals with Disabilities Education Act, Part C, funds Early Intervention (EI) Services. These services may include speech, physical therapy, occupational therapy, or developmental therapy, among others. Purpose and Objective: While numerous studies show the benefits of EI therapies, little is known about barriers to EI participation, what the parents of these children who participate in EI think, or how to improve EI services. This study attempts to answer these questions. Methods: Surveys regarding EI were posted to three preemie parent organizations social media pages, and 140 surveys were returned. These surveys were analyzed for both quantitative and qualitative answers. Qualitative answers were coded and themes were garnered. Results: A total of 148 participants took the survey, and 76% had children that had participated or currently participate in EI. Of the parents who answered their child did not attend EI, most state there was no EI services near them, their child did not qualify, or the EI services were of poor quality. Of the EI parent surveys, most parents (73%) were happy with their child’s EI and their child’s progress, and would recommend EI to others. Most children had EI therapy at least weekly, and were referred to EI prior to leaving the NICU. Parents felt as though their child benefitted in nearly all domains. In addition to the benefits to their child, EI parents also felt as though therapy helped decrease their stress level, gave them a benchmark to measure their child’s progress and connected them with other professionals for their child. Some parents also provided recommendations to improve EI: decrease eligibility requirements, improve communication with parents, provide continuity of care, and create a bridge program for children three and up until they reach school age. Conclusions: With these suggestions, providers can help improve current EI services. Primary care providers should ensure children who are at risk for delays are referred, and EI services should improve communication with parents and enhance continuity of care.
Literacy Connections: Early Literacy Interventions for Young Children from At-Risk PopulationsMaker, Carol June; Robinson, Felicia Amelia; Maker, Carol June; Taylor, John L.; Liaupsin, Carl J.; Pirtle, Jody M. (The University of Arizona., 2014)Children who have experienced developmental, social, or economic risks may benefit more from attending high-quality preschool intervention programs than their more advantaged peers; thus, programs that have delivered high-quality experiences may have served as a protective factor for these children to help reduce the achievement gap that has existed at school entry. The overarching purpose of this dissertation was to examine best practice in providing systemic early literacy interventions as a protective factor against school failure for young at-risk children. The three studies comprising this dissertation included analyses of systemic early literacy interventions for young children at risk of reading and school failure due to (a) developmental delays, (b) low socioeconomic status, or (c) English language learner status. Consistent with previous literature, the researcher found that children participating in a responsive early literacy intervention program were better prepared for kindergarten than were non-participating peers. Responsive early literacy interventions were defined as purposeful instruction designed to meet the educational needs of children by implementing an embedded-explicit or balanced approach to teaching. Attendance in high-quality early education programs - especially for children from disadvantaged backgrounds - was linked to lasting effects on indicators related to student achievement.