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HDCD 5330: Intervention Paradigms

Course Syllabus
Spring 2009, Tuesdays & Thursdays 2:30-3:45, Green Hall GR4.208

Instructor Contact Information

Professors: Dr. Margaret Tresch Owen


Office Hours: Thurs. 10-11:00 or by appointment
Office: GR 4.826, 972-883-6876
Email: mowen@utdallas.edu

Course Pre-requisites, Co-requisites, and/or Other Restrictions


There are no formal prerequisites for this class, although it is helpful if students have taken the following courses as an
undergraduate: Child or Lifespan Development, Research Strategies or Design.

Course Description
Intervention Paradigms is a core course in the Master’s Program in Human Development and Early Childhood
Disorders that covers the historical, theoretical, research, and political underpinnings of early intervention for infants
and young children with special needs and their families. The approaches to early intervention are introduced and
discussed in relation to the three cultures of science, policy, and practice. A primary goal of this course is an
understanding of major philosophical shifts in attitudes regarding early intervention; this includes the concepts of
“primary prevention,” “inclusion,” “family-centered early intervention”, and “natural environments.” We examine
prevalent notions about critical and sensitive periods of development and their application to early intervention. The
course covers methodological issues in evaluations of the effectiveness of early intervention, and reviews both classic
and current evaluation research findings addressing early intervention programs and practices.

Student Learning Objectives/Outcomes


After completing the course students should be able to
1. Identify and describe key milestones in public policies governing early intervention; in particular, the evolution of
Part C of Public Law 99-457.
2. Define major theoretical viewpoints and their application to practices in early intervention.
3. Critique the research methods used in the field of early intervention.
4. Critically evaluate conclusions derived from published research in early intervention.
5. Synthesize and evaluate research findings on early intervention.

Early Intervention Specialist Competencies

EV/ASST 1 – The EIS understands the purposes and importance of early identification and referral.
PROF 8 – The EIS explains the importance of early intervention.
PROF 12 – The EIS understands how adult expectations influence children’s development.

Required Textbooks and Materials

Required Text: Shonkoff, J. & Meisels, S.J. (Eds.) (2000). Handbook of early childhood intervention. New York:
Cambridge University Press. (HECI)
NOTE: This book will not be available from the publisher until the end of January. Used copies are available
on Amazon.com.

Berlin, L. J., Ziv, Y.,  Amaya‐Jackson, L., & Greenberg, M.T. (Eds.). (2005). Enhancing early  attachments: Theory, 
research, intervention, and policy. New York:  Guilford. 
  Available at Off Campus Books

Additional required readings. Assigned readings that are not in the text can be obtained through electronic
databases accessed through the UTD library.

Instructions for finding assigned journal articles using UTD library

1. Go to the UTD library website: www.utdallas.edu/library


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2. Click “Locate Articles (Databases)” at top of left hand column. (To connect from an off-campus computer, you’ll
need your Comet card number.)
3. Click “Behavioral and Brain Sciences” under Databases by Subject.
4. Click Behavioral and Brain Sciences POWERSEARCH.
5. The article is easily found by searching by author’s name and year published. Most will have a pdf file that can
be accessed. Some articles may require a link to the journal’s website where you will need to locate the article
by volume and issue.

Assigned readings not available online through the library will be posted on the course’s WebCT site under “Course
Documents.”

Assignments

Course Website: Course announcements, any revisions to assignments or the syllabus, and reading assignments
(see above) will be posted on WebCT. You are responsible for checking this site frequently to remain aware of course
announcements, schedules for presentations, etc, and obtaining readings that aren’t in assigned texts or available
through the UTD library. You also should check your UTD email frequently (see info below on UTD email policy). Email
to students enrolled in this class will be sent through this service to your UTD address.

Reading & Class participation: Your class attendance and participation in class discussions are critical for mastery
of the material and successful performance in this course. The assigned readings should be completed before each
class. The class sessions will be about 75% lecture and 25% discussion. Please read and study the assigned readings
before class and bring your questions and ideas to class.

Exams: There will be three in-class exams. Their format will be discussed in class. Review questions will be posted
on WebCT prior to the exams. Studying for the exams is a big part of the learning process in this class. It should help
you synthesize and apply the course content.

Written synthesis of empirical studies of early intervention and oral presentation: You will locate 3 journal
articles describing empirical studies of early intervention. These articles should pertain to a similar topic, such as (1)
evaluations of programs targeting children with specific disability (e.g., drug-exposed infants, Down Syndrome,
autism), (2) a feature of early intervention (e.g. intensity of treatment, class-based services, in-home services, etc.), (3)
continued follow-up evaluations of the effectiveness of a particular early intervention program (e.g., Avance, HIPPY,
IHDP, Abecedarian). The written summary will be limited to 500 words. References for the articles you will summarize
are due early in the semester. You will share the results of one of the studies with the class in a 5-minute presentation
in the “evidence-based practice” section of the class.

Grading Policy: Course grades will be determined from (1) three in-class exams (20% each); (2) a 5-minute
presentation of results from an empirical study of early intervention (10%); a written synthesis of three empirical
studies of early intervention services and/or practices (20%); (4) class participation (10%).

Exam Policy: Alternative exam dates cannot be arranged, except in cases of serious illness or family emergencies
(e.g. death in the family). No make-up tests will be given.
Late Assignment Policy: The written synthesis of early intervention studies is due on the designated date and will not
be accepted late unless prior approval is given.
No extra credit work will be available.

Class Attendance is expected. Attendance and class participation will contribute to course grade.

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Schedule of Topics, Assignments, and Academic Calendar

Jan. 13 Introduction, course overview and organization

Jan. 15, 20 History of early childhood intervention in the U.S. and Texas

Meisels, S.F. & Shonkoff, J.P. Early childhood intervention: A continuing evolution. Handbook of
early childhood intervention. (HECI) (pp. 3-31).

Kamerman, S.B. Early childhood intervention policies: An international perspective. HECI (pp. 613-
629).

Jan. 22 The critical period controversy

Bruer, J.T. (2001). A critical and sensitive period primer. In Bailey, D. B. et al. Critical thinking about
critical periods (pp. 3-26). Baltimore: Brookes.

Bailey, D. (2002). Are critical periods critical for early childhood education? The role of timing in
early childhood pedagogy. Early Childhood Research Quarterly, 17, 281-294.

Jan. 27, 29 Developmental bases of vulnerability and resilience

Garbarino, J. & Ganzel, B. The human ecology of early risk. HECI, 76-93.

Werner, E.E. Protective factors and individual resilience. HECI, 115-132.

Osofsky, J.D. & Thompson, M.D. Adaptive and maladaptive parenting. HECI, 54-75.

Feb. 3, 5 Theoretical bases of early childhood intervention

Sameroff, A.J., & Fiese, B.H. Transactional regulation: The developmental ecology of early
intervention. HECI, 135-159.

Spiker, D., Boyce, G.C., & Boyce, L.K. (2002). Parent-child interactions when young children have
disabilities. International review of research in mental retardation, 25, 35-70.

Feb. 10-- Submit journal article references for written summary assignment and designate which study you will
present in class.

Feb. 10, 12 Social-emotional development, attachment, and infant mental health in the family context

Cassidy, J. (1999). The nature of the child’s ties. In J. Cassidy & P.R. Shaver (Eds.), Handbook of
attachment theory and research. (pp. 3-20). New York: Guilford.

Ainsworth, M.D.S., & Marvin, R. (1985). Interview of Mary Ainsworth. [WebCT posted]

Cassidy, J., Woodhouse, S.S., Cooper, G., Hoffman, K., Powell, B., & Rodenberg, M. (2005).
Examination of the precursors of infant attachment security: Implications for early intervention and
intervention research. In L.J. Berlin, Y. Ziv, L. Amaya-Jackson, & M.T. Greenberg (Eds.), Enhancing
early attachments: Theory, research intervention, and policy (pp. 34-60). New York: Guilford.

Feb. 17, 19 Enhancing early attachments

Ziv, Y. Attachment-based intervention programs: Implications for attachment theory and research. In
Enhancing early attachments. (pp. 61-78).

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Cooper, G., Hoffman, K., Powell, B., Marvin, R. (2005). Enhancing early attachments. (pp. 127-151).
Spieker, S., Nelson, D., DeKlyen, M., & Staerkel, R. (2005). Enhancing early attachments in the
context of early Head Start. In Enhancing early attachments. (pp. 250-275).

Van IJzendoorn, M.H., Bakermans-Kranenburg, M.J., & Juffer, F. (2005). Why less is more: From the
Dodo Bird Verdict to evidence-based interventions on sensitivity and early attachments. In Enhancing
early attachments. (pp. 297-312).

Feb. 24 Exam #1

Feb. 26 Eligibility for early intervention

Benn, R. (1994). Conceptualizing eligibility for early intervention services. In D.M. Bryant, & M.A.
Graham, (Eds), Implementing early intervention (pp. 18-45). New York: Guilford.

La Paro, K.M., Olsen, K., & Pianta, R.C. (2002). Special education eligibility: Developmental
precursors over the first three years of life. Exceptional Children, 69, 55-66.

Feb. 27 Sociocultural context

Garcia Coll, C.T., & Magnuson, K. Cultural differences as sources of developmental vulnerabilities
and resources. HECI, 94-114.

Rothbaum, F., et al., (2000) Attachment and culture. American Psychologist, 55, 1093-1104.

Mar. 3 Cultural sensitivity in family-centered intervention


Videotape and discussion: Espinoza Family

Zuniga, M.E. (1992). Families with Latino roots. In E.W. Lynch, & M.J. Hanson (Eds.), Developing
cross-cultural competence. (pp. 151-179). Baltimore: Brookes. To be UPDATED.

Mar. 5 Inclusion

Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.

Bruder, M.B., & Staff. I. (1998). A comparison of the effects of type of classroom and service
characteristics on toddlers with disabilities. Topics in Early Childhood Special Education, 18, 26-37.

Bailey, D., McWilliam, R.A., Buysse, V., & Wesley, P.W. (1998). Inclusion in the context of
competing values in early childhood education. Early Childhood Research Quarterly, 13, 27-47.

SPRING BREAK MARCH 16-22

Mar. 24 Child care as a setting for early intervention: meeting individual and special needs

O’Brien, M. (1997). TBA

Kagan, S.L. & Neuman, M.J. Early care and education. HECI, 339-360.

Mar. 26 Service delivery models and systems

Harbin, G.L., McWilliam, R.A., & Gallagher, J.J. Services for young children with disabilities and
their families. HECI, 387-415.

Mar. 31 Exam #2

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Apr. 2 No class (meetings of Society for Research in Child Development, Denver)

April 7 Evidence-based practice

National Forum on Early Childhood Program Evaluation. (2007). Early childhood program
evaluations: A decision-maker’s guide. Cambridge, MA: Center on the Developing Child, Harvard
University.

Greenberg, M.T. (2005). Enhancing early attachments: Synthesis and recommendations for research,
practice, and policy. L.J. Berlin, Y. Ziv, L. Amaya-Jackson, & M.T. Greenberg (Eds.), Enhancing
early attachments: theory, research intervention, and policy, (pp. 327-344).

Apr. 9 Evaluation of early intervention: quasi-experimentation and issues of research validity

Hauser-Cram, P., Warfield, M., Upshur, C., & Weisner, T. An expanded view of program evaluation
in early childhood intervention. HECI (pp. 487-509).

Owen, M.T., & Mulvihill, B. (1994). Benefits of a parent education and support program in the first
three years. Family Relations, 43, 206-212.

Apr. 14 Evaluation of early intervention: What do we now know?


Presentations – group 1

Gomby, D.S. (1999) Understanding evaluations of home visitation programs. The Future of Children,
Vol. 9, No.1. [www.futureofchildren.org]

Farran, D.C. Another decade of intervention for children who are low income or disabled: What do
we know now? HECI (pp. 510-548).

Apr. 16 Cost/benefit analyses of early intervention


Presentations – group 2

Barnatt, W.S. Economics of early childhood intervention. HECI (pp. 589-611).

Apr. 21 Second generation research findings on early intervention


Presentations – group 3

Blair, C. & Ramey, C.T. (1997). Early intervention for low-birth-weight infants and the path to
second-generation research. In M.T. Guralnick (Ed.), The effectiveness of early intervention, (pp. 77-
98). Baltimore: Brookes.

Wagner, M.M., & Clayton, S.L. (1999). The Parents as Teachers Program: Results from two
demonstrations. The Future of Children, 9, 91-105. [www.futureofchildren.org ]

Apr. 23 Evaluations of Early Head Start


Presentations – group 4

Readings TBA

Apr. 28 The evolving role of evaluation in policy and program development

Ramey, C.T., & Ramey, S.L. (1998). Early intervention and early experience. American Psychologist,
53, 109-120.

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McCartney, K., & Weiss, H. (2007). Data for a democracy: The evolving role of evaluation in policy
and program development. In J.L. Aber, S.J. Bishop-Josef, S.M. Jones, K.T., McLearn, & D.A.
Phillips (Eds), Child development and social policy (pp. 59-76).

April 30 Exam #3

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