It is fitting that our lead article in this issue is authored by Michael Guralnick. In the article, he expands his Developmental Systems Approach (DSA; Guralnick, 1997) for early childhood intervention to an at-risk population of infants and young children. In the article, Mike provides a review of program effectiveness with this population, using the components of his DSA. He concludes with specific recommendations for building effective community-based intervention programs to this growing population of infants and young children.
Our second article by Groark and colleagues addresses an issue of international concern. That is, the developmental trajectory of young children who live in orphanages and institutions, many of whom have primary disabilities, and most of whom have secondary disabilities due to their living conditions and lack of caregiving. This pilot demonstrated that caregivers were able to positively impact child development while demonstrating improved caregiving techniques. Implications of this training and recommendations for the many children who reside in such congregate care settings across the world are discussed.
The next three articles apply technology into standard practice in early childhood intervention practices. Nerissa Bauer, Lynne Sturm, Aaron Carroll, and Stephen Downs added a web-based autism module to an existing computer decision support system to facilitate pediatric staff adherence to recommended guidelines for the screening of young children for autism spectrum disorders. The authors recommend further application of this type of automation to help facilitate the implementation of autism guidelines in pediatric clinics.
Paul Yovanoff, Jane Squires, and Suzanne McManus, article applies a computer-based application to the scoring of developmental screening information as recorded by parents. Recommendations from the authors include the use of computer-completed screens, when appropriate, to facilitate the timely identification of infants and young children who have developmental concerns that warrant further evaluation.
Karen Benzies and colleagues examines the effect of a video-modeling intervention on the skills of first-time fathers of late preterm infants. This study evaluated the effects of an educational and behavioral intervention to strengthen fathers' skills when interacting with their babies. Recommendations for using such interventions to enhance parents' skills are provided, as are recommendation about including fathers in interventions to improve the outcomes of their children.
Our last study by Lisa Knoche, Miriam Kuhn, and Jungwon Eum describes a qualitative study examining the use of coaching in early childhood settings. Coaching has become a prevalent method to provide training and technical assistance to caregivers and service providers. This article concluded by identifying both the strengths and limitations of a coaching process as part of in-service support of training provided to early childhood providers.
As always, I want to thank the authors for submitting their manuscripts to IYC and the reviewers who assisted in the editorial process. This issue contains articles from new authors, authors from the AUCD network, and authors from outside of the United States.
Mary Beth Bruder, PhD