HDCD 5330: INTERVENTION PARADIGMS

Course Syllabus
Spring 2008, Tuesdays & Thursdays 2:30-3:45, Green Hall GR4.208

Instructor: Elizabeth Francis, MS/ECH; Infant Mental Health Mentor, Level IV

Course Pre-requites, 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.
Practitioners in the field of early intervention will periodically visit the class to share their
experiences and perceptions related to course topics.

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 applications 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.

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Required Textbooks and Materials

Required Text: Shonkoff, J. & Meisels, J.J. (Eds.) (2000). Handbook of early intervention.
New York: Cambridge University Press (HECI)
Additional required readings: Assigned journal articles using UTD library

Instructions for finding assigned journal articles using UTD library

· Go to the UTD library website: www.utdallas.edu/library
· Type in the URL: http://utdallas.docutek.com/eres/coursepage.aspx?cid=391
· This takes you to the site where you must enter a password – to be shared in class.
· The readings will appear; open the links or the PDF files.
· Another method is to go to the Library Catalog, click on “Course Reserves”, find
‘Frances E. Francis’ in the dropdown Instructor menu, then click on”Find It”. The list of
readings and a link to the electronic reserves will appear.

ASSIGNMENTS

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 70% lecture
And 30% group discussion, so it is imperative that everyone read and study the assigned readings
prior to class.

Exams: There will be three in-class exams. Their format will be discussed in class. Review
questions will be available prior to the exams. Studying for these exams helps to synthesize and
apply the course content.

Written synthesis of empirical studies of early intervention and oral presentation: Each student
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 a
specific disability (e.g. drug-exposed infants, Down Syndrome, autism), (2) a feature of early
intervention (e.g. intensity of treatment, center/school-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. You will
submit references for the articles to be summarized early in the semester. You will share the results
of one of the studies with the class in a 5-minute presentation.

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 without prior
approval.

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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 participation will contribute to the course grade

Schedule of Topics, Assignments, and Academic Calendar

Jan. 8 Introduction, course overview and organization

Jan. 10, 15 History of early childhood intervention in the U.S. and Texas
Part C of the Individuals with Disabilities Education Act (IDEA)

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. 17 Why early intervention?

Bruer, J.T. (2001). A critical and sensitive period primer. In Bruer, J.T. 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. 22 ***Executive Director of The Warren Center

Jan. 24, 29 Developmental bases of vulnerability and resilience

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

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

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

Jan. 31,Feb.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,
25-70.

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Feb. 5 Submit journal article references for written summary assignment and designate
which study you will present in class.

Feb. 7 Exam # 1

Feb. 12 ***Clinical Program Director – Child Abuse Prevention Center

Feb. 14 NO CLASS

Feb. 19, 21 Social-emotional development, attachment, and infant mental health in the family
context

Crockenberg, S. & Leerkes, E. (2000). Infant social and emotional development in

family context. In C.H. Zeanah, Jr. (ed.), Handbook of infant mental health, Second
Edition ( pp. 60-90). New York: Guilford Press.

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, Ziv, L. Amaya-Jackson,
& M.T. Greenberg (Eds.), Enhancing early attachments: theory, research intervention,
and policy (pp. 34-60). New York: Guilford

Feb. 26, 28 Enhancing early attachments

Assigned readings from:

L.J. Berlin, Y. Ziv, L. Amaya-Jackson, & M.T. Greenberg (Eds.), Enhancing early
attachments: Theory, research, intervention, and policy. New York: Guilford
Berlin, L.J. (2005). Interventions to enhance early attachments: The state of the field
today. In L.J. Berlin, Y. Ziv, L. Amaya-Jackson, & M.T. Greenberg (Eds.),
(pp. 3-33).

Spieker, S., Nelson, D., DeKlyen, M., & Staerkel, R. (2005). Enhancing early
attachments in the context of early Head Start. pp 250-257

Greenberg, M.T. (2005). Enhancing early attachments: Synthesis and

recommendations for research, practice, and policy. pp 327-344

March 4 Exam #1

March 6 ***Panel: Experiences in enhancing early attachments in ECI, Childcare, &

Medical Settings

***************SPRING BREAK March 10-15

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March 18 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

LaParo, 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.

March 20 Sociocultural Context

Garcia Coll, C.T., & Magnuson, K. Cultural differences as sources of developmental

vulnerabilities and resources. HECI, 94-114.

March 25 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, DL., 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.

March 27 Service Delivery Models & Systems

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

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

April 1 EXAM #2

April 3 ***ECI Program Director, The Warren Center

April 8 Evaluation of early intervention: quasi-experimentation and issues of research

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

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

April 10 Evaluation of early intervention: measuring effectiveness

Presentations – Group 2

Gomby, D.S. (1999) Understanding evaluations of home visitation programs.

The Future of Children, Vol. 9, 1. 27-43 [www.futureofchildren.org]

April 15 Cost/benefit analyses of early intervention

Presentations - Group 3

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

April 17 Effectiveness of early intervention

Presentations - Group 4

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

April 22 Second generation research findings on early intervention

Presentations – Group 5

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

St. Pierre, R.G., & Layzer, J.I. (1999). Using home visits for multiple purposes:
The Comprehensive Child Development Program. The Future of Children 9,
134-151. [www.futureofchildren.org]

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]

April 24 Synthesis – the effectiveness of early intervention

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

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).
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Exam # 3 TBA

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