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Reading Recovery is an early intervention program that aims to drastically reduce the number of children who need remedial help in reading and writing in their later school years. Developed in New Zealand in 1984, the 12-15-week program is now being used across Canada. (Author/SV)

Examined the impact of a program in Quebec to improve parents' abilities to introduce their preschoolers to the written word. Found evidence for parents' progress and gains in skills. Concluded that the program has significant potential for parental skill development. (Author/KB)

Copyright of Sante Mentale au Quebec is the property of Revue Sante Mentale au Quebec and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A first Assessment and Orientation Center (CAdEO) was created in Lyon at the beginning of June 2020 in order to facilitate access to mental health care. This structure allows any person who requests it to access a psychiatric assessment within a few days. It does not implement a follow-up, but it allows the person to be quickly directed towards the structure or the professional, public or private, who will be able to provide the care he or she needs. The CAdEO relies on a multidisciplinary team, which includes psychiatrists, psychologists and nurses (including an advanced practice nurse), in order to provide a adjusted assessment and orientation. It opens from Monday to Friday. The CAdEO, which is located in the city center, works in close partnership with the general practitioners in its health territory, as well as with all the health, medico-social and social services involved in the field of mental health. Among its consultants, about 4 out of 5 people are referred to private practice or associations. One person out of five is referred to other services in the general psychiatric sector, of which the CAdEO is the entry point. [ABSTRACT FROM AUTHOR]

Some individuals only show a limited response to commonly-used treatments in early intervention for psychosis. In such cases, many advocate the use of adjunct interventions, such as Adventure Therapy (AT). A thematic analysis of interviews conducted with 15 adults followed at the Early Intervention for Psychosis services of the Centre hospitalier de l’Université de Montréal identified six therapeutic components perceived by the participants as significant in their experience of an AT program: a) space-time outside of everyday life; b) space-time in nature; c) programming; d) emotionally intense adventure activities; e) group life; and f) inclusion of health practitioners. [ABSTRACT FROM AUTHOR]

RESEARCH OBJECTIVE: The main goal of the presented research was to assess the pursuit eye movement of five- and six-year-old children with ASD in the context of speech development. RESEARCH PROBLEM AND METHODS: The research concerns the oculomotor activity of children with ASD in the situation of tracking slowly moving objects. The research questions refers to the relationships between the tracking movements and the dynamics of the speech development of the research participants, and to their current abilities in this area. The eye tracking method was used in the research. THE PROCESS OF ARGUMENTATION: We presented the basic information about the vision process, with particular emphasis on the role of the pursuit eye movement. We also described the research on the importance of eye movement in the process of acquiring communication skills, building social relationships and effective functioning. RESEARCH RESULTS: The obtained results indicate the correlation between the independent variable (the pattern of smooth pursuit presented by the children taking part in the research), and the dynamics of disorder development and the level of speech development in the children with reference to the analyses of other authors. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The conducted analyses revealed strong and moderate correlations between the variables and made it possible for the author to confirm the main hypothesis that the eye movements while tracking slow-moving objects in all directions are characterized by variability related to the dynamics of speech development in early childhood and the current abnormalities in this area among the research participants. The obtained results indicate the necessity to start vision training in children with ASD as early as possible.

Preventing terrorist recruitment is one of the most effective and less lethal methods of countering terrorism, and yet it is often overlooked. This article describes a program designed and administered by the author to prevent terrorist recruitment through early intervention, by promoting the involvement of the families of potential recruits in their children's activities and in a counterterrorism program that was developed and implemented in Sanliurfa, Turkey, for four years, from 2010 to 2014. The article details the concept and structure of the program, provides insights on how it was developed and administered, and presents the data, an analysis, and the findings. In addition, this article reports on the outcomes of the program and offers insights into why the youth in Sanliurfa were struggling to break their ties with terrorist organizations.

After neonatal hospitalization, our healthcare system offers multidisciplinary care for premature babies and their families during the first years of life. However, there are disparities and gaps, particularly in the case of medium prematurity. Maternal and child protection, a major player in early prevention and family follow-up, is a partner likely to be able to deploy post-hospital support perspectives in favor of child development and parenting support., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

Copyright of Sante Mentale au Quebec is the property of Revue Sante Mentale au Quebec and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sante Mentale au Quebec is the property of Revue Sante Mentale au Quebec and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sante Mentale au Quebec is the property of Revue Sante Mentale au Quebec and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sante Mentale au Quebec is the property of Revue Sante Mentale au Quebec and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sante Mentale au Quebec is the property of Revue Sante Mentale au Quebec and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The increasing number of publications on epigenetics validate, day after day, a coordinated and personalized approach of multidisciplinary accompaniment, to modify positively and early the environment of the child and its parents. The challenge is to successfully integrate all these dimensions with rigor and mutual respect for each other's places and skills, especially when dealing with extreme medico-psycho-social risk situations. The precedence of medico-psychological collaborations as well as the sustained action of perinatal networks* have prepared the ground for the decompartmentalization of the practices between the disciplines concerned and between the public sector and the organizations and practitioners in the liberal practice. Under the impetus of a child psychiatrist, a psychomotor and a speech therapist in close connection with the 3 birth sites of the city, i.e. 9,000 births per year, an experiment of an early medical management of the babies in these extreme situations could be carried out by liberal practicioners, in connection with the academic hospital (CHU). The current hindsight is 8 years. From the outset, the look of an external rehabilitation physician** has greatly enriched the approach to early development. Without focusing on risk factors, attention has shifted from a narrow observation of the early stages of the baby's development to 18 months. Emphasis was placed on the analysis of posture and spontaneous motor activity, in particular the period of general movements, the importance of which is known to become so: to observe with parents the modalities of early organization of the baby faced to the environment, share with them and with the professionals concerned what emerges in the dynamics of the baby and the possible development to propose. This observation in the presence of the most fragile parents opened avenues to define the concept of continuity and optimize monitoring. [ABSTRACT FROM AUTHOR]

During almost 25 years, a team of researchers and clinicians of the Child and Adolescent Psychiatry Unit in Lausanne have drawn research projects concerning the follow-up of infants born after a perinatal adverse event such as a high prematurity. Linked to the neonatal unit of the University Hospital of Lausanne, these projects have evolved over time according to the new questions that each observation and finding generated. Through an ongoing exercise of listening, interrogating, and confirming the results, research questions and subtle comprehension evolved giving a chance to approach differently this perinatal issue. [ABSTRACT FROM AUTHOR]

Résumé Contexte Cette étude porte sur les liens entre la sensibilité maternelle et la sécurité de l’attachement de l’enfant dans une population à risques multiples issue du projet d’intervention précoce à domicile CAPEDP. Méthodologie Nous avons évalué 117 dyades mère–enfant, appartenant à un échantillon à risques multiples (jeune âge, faible niveau de scolarité et faibles revenus) appartenant au projet d’intervention CAPEDP. Les enfants avaient entre 12 et 16 mois. Utilisant la Situation étrange et des analyses des interactions dyadiques (trois situations différentes : jeu libre, jeu structuré et change de couche), nous avons évalué l’attachement chez l’enfant et la sensibilité maternelle, respectivement. Nous avons testé l’association entre sensibilité maternelle et sécurité de l’attachement ainsi que l’effet de l’intervention sur l’augmentation de la sensibilité maternelle. Résultats La qualité de la relation d’attachement est significativement associée à la sensibilité maternelle. Des réponses sensibles ont été associées à plus de sécurité chez l’enfant. Les résultats montrent aussi un effet positif de l’intervention précoce dans la promotion de la sensibilité maternelle. Discussion Ces résultats sont discutés en termes de l’impact du contexte sur la qualité des interactions mère–enfant et conséquemment à la qualité de l’attachement chez l’enfant. L’utilisation des visites à domicile comme un moyen d’intervention précoce et de réflexion sur les expériences de la parentalité sont discutés aussi bien que l’importance de sensibiliser les professionnels de santé à détecter des situations potentiellement difficiles. Background The CAPEDP project is an early intervention program addressed to a multi-risk sample. One of its main objectives was to enhance infant attachment security. Because we know that the sensitivity of the caregiving is an important factor for infant attachment security, our project tried to promote maternal sensitivity during the home visits. This article examines the links between maternal sensitivity and attachment security and the differences between the intervention and the control groups. Methods One hundred and seventeen dyads of the multi-risk sample participated in our study. Children were between 12 and 16 months. The risk factors were: young age, low education level and low income. We used the Ainsworth's Strange Situation to assess the quality of infant attachment. To evaluate maternal sensitivity, the Ainsworth's Maternal Sensitivity Scales were used to code mother–infant interactions in three different filmed situations: “free play”, “structured play” and “diaper change”. The association between maternal sensitivity and attachment security was compared between groups, as well as the intervention effect on increasing maternal sensitivity. Results Infant quality of attachment was found to be significantly associated to maternal sensitivity. Sensitive maternal responses were associated with increased attachment security in infants. Further, infants of the intervention group had mothers who presented more sensible responses to their infants’ signals when compared to those reared by the mothers belonging to the control group. The results show a positive effect of the intervention on enhancing maternal sensitivity. Conclusion/perspectives Results are discussed in terms of the impact that the life context (social, emotional and relational) has in the quality of mother–child interactions and therefore in the establishment of a secure attachment between the child and his mother. As a perspective for future studies, we discuss the use of home-visiting as an important intervention tool and as a way of reflecting about parental experiences. We also discuss the idea that health professionals, other than psychologists, should be aware of the importance of early intervention in multi-risk contexts. It is essential to sensitize other health professionals to detect potentially difficult situations that need to be referred to a mental health professional. This would be especially relevant for pediatricians who are in the frontline of infant care. [ABSTRACT FROM AUTHOR]

Although autism spectrum disorder is a neurobiological disorder, the primary treatment is currently early non-medical psycho-educative interventions. Some models of intervention have showed in randomized trials a moderate efficiency according to the international systematic reviews. Among these models, there is the Early Start Denver Model (ESDM). It aims to improve socio-communicative abilities of children of less than 4 years with ASD. We chose to present this model because it appears to us as an invaluable guide for early intervention teams and parents with a child with ASD. The implementation of playful joint activity routine is the platform of the therapy in this model. ESDM enhances shared experiences, dyadic communication, initiatives and diversification of the play of children. It used a set of techniques shared with the current models of “Naturalistic Developmental and Behavioral Interventions”. More, ESDM allows adaptations and adjustments of techniques according to the progress and the needs of the children. Moreover, ESDM has showed efficacy in a randomized controlled trial (applied 20 hours a week in individual therapy at home during 2 years) and a long-term follow-up study. In front of promising outcomes, public policies have to resist going too fast and promote the continuation of rigorous trials of this type of model on larger samples of children with ASD at different stages of development. [ABSTRACT FROM AUTHOR]

Early intervention is a multidisciplinary practice which seeks to respond both to the needs of children with developmental disabilities and those who are at risk, surpassing the old models of early stimulation. The problem of deciding which children and families should be supported, and the requirements for planning of interventions, stress the importance of a clear characterization, or diagnosis, of children and contexts. In the model underlying the network of Early Intervention, locally based, implemented in a wide region of Portugal, are emphasized relational and contextual dimensions of development and risk. The authors are developing practices and tools for better eligibility of cases and technical guidance intervention focused more on the actual needs of the child, family and context. Here are presented the results of the use of DOEI - Diagnosis Organization in Early Intervention - in the characterization of the development problems and risk of a total of 1.169 children and their contexts.A Intervenção Precoce (IP) é hoje uma prática multidisciplinar que procura responder às necessidades de crianças com perturbações do desenvolvimento e em situações de risco, ultrapassando os antigos modelos de estimulação precoce. O problema de decidir quais as crianças e famílias que devem ser apoiadas e as exigências do planejamento das intervenções acentuam a importância de um procedimento claro de caraterização, ou de diagnóstico, tanto das crianças como das situações. No modelo em que assenta a rede de intervenção precoce, de base local, implementada numa ampla região de Portugal, são enfatizadas as dimensões relacionais e contextuais do desenvolvimento e do risco. Dentro desta perspetiva, os autores têm procurado desenvolver práticas e instrumentos que permitam uma melhor elegibilidade dos casos e uma orientação técnica de intervenção mais focada nas efetivas necessidades da criança, da família e do contexto. São aqui apresentados os resultados da utilização da ODIP - Organização Diagnóstica em Intervenção Precoce - na caracterização das problemáticas de desenvolvimento e de risco de um total de 1.169 crianças e respetivos contextos.

Os membros da família de uma pessoa com necessidades educacionais especiais podem precisar de assistência e deveriam ser clientes de serviços e intervenções profissionais. Embora as mães sejam o principal cuidador da criança em contato com os programas de intervenção precoce, estudos têm cada vez mais mostrado a importância do pai e de sua participação. Este estudo teve como objetivo avaliar se uma intervenção direcionada ao pai altera seus padrões de interações diádicas com seu bebê com síndrome de Down em situações de brincadeira. Foi utilizado o Protocolo de Categorias de Análise das Filmagens de Interação na análise de cinco filmagens de interação: duas antes, uma durante, uma após a intervenção e uma de follow-up. O pai participou de treino de comportamentos para o desenvolvimento do bebê, com orientações sobre como estimular a criança. Houve o aumento na frequência de comportamentos positivos após o feedback fornecido aos pais e ao longo da intervenção até o final desta, indicando um efeito positivo das orientações fornecidas. As mães, que não passaram pelo treino, não tiveram os mesmos ganhos. Contudo, os efeitos nos pais não se mantiveram no follow-up. As crianças também passaram a exibir mais comportamentos positivos em interação. Conclui-se que os objetivos foram alcançados e que é possível envolver o pai nos programas de intervenção precoce visando ao melhor desenvolvimento de bebês com atraso.Family members of a person with special educational needs may need assistance and should be customers of professional services and interventions. Although mothers are the child primary caregiver in touch with early intervention programs, studies have increasingly shown the importance of fathers and their participation. This study aimed to evaluate whether an intervention directed at fathers changes their patterns of dyadic interactions with their baby with Down syndrome in play situations. It was used the Protocol of Analysis Categories of Interaction Footages in the analysis of five interaction shots: two before, one during, one after the intervention and a follow-up one. The father attended the behaviors training to the baby's development, with guidance on how to stimulate the child. There was an increase in the frequency of positive behaviors after the feedback given to parents and during the intervention by the end of this, indicating a positive effect of the guidelines provided. Mothers, who have not undergone the training, did not have the same gains. However, the effects on fathers were not sustained at follow-up. Children have also started to exhibit more positive behaviors in interaction. It is concluded that the objectives were achieved and it is possible to involve the father in early intervention programs aimed at better development of babies with developmental delay.

En este trabajo se plantea la importancia y necesidad, desde el ámbito de la atención temprana, de poner en marcha programas de prevención primaria orientados a promocionar el desarrollo infantil y el ajuste familiar y escolar. Se expone la experiencia llevada a cabo desde el año 2005 por el Grupo de Investigación en Atención Temprana (GIAT) de la Universidad de Murcia (España), y se analizan los resultados obtenidos en el curso 2010-2011 en la Escuela Infantil de Lorquí (Murcia, España) con un grupo de 64 niños y sus respectivas familias. Los resultados indican un progreso mental y psicomotor de los niños, entre el principio y el final del curso escolar, lo que pone en evidencia la relevancia de este tipo de programa. También se constata un mejor nivel de desarrollo inicial en los niños y las familias que han seguido el programa de prevención y promoción del desarrollo infantil frente a los que no lo han recibido.Este artigo evidencia a importância e a necessidade de implementar, no âmbito da atenção precoce, programas de prevenção primária destinados a promover o desenvolvimento infantil e o ajuste familiar e escolar. Descreve a experiência realizada desde 2005 pelo Grupo de Pesquisa em Atenção Precoce (GIAT), da Universidade de Murcia (Espanha), e analisa os resultados obtidos nos anos de 2010-2011 na Escola Infantil de Lorquí (Murcia, Espanha), com um grupo de 64 crianças e suas respectivas famílias. Os resultados indicam um progresso no desenvolvimento mental e psicomotor das crianças, entre o início e o final do curso escolar, o que evidencia a relevância deste tipo de programa. Também constata um melhor nível de desenvolvimento inicial nas crianças e famílias que frequentaram o programa de prevenção e promoção do desenvolvimento infantil frente aos que não o frequentaram.This paper discusses the importance and necessity from the field of early childhood, to implement primary prevention programs designed to promote child development and family and school adjustment. It describes the experiment carried out since 2005 by the Research Group on Early Childhood Intervention (GIAT), University of Murcia (Spain), and analyzed the results of the 2010-2011 academic years in the Infant School Lorquí (Murcia, Spain) with a group of 64 children and their families. The results indicate an improvement of mental and psychomotor development of children, between the beginning and the end of the school, which highlights the relevance of such services. The study finds a higher level of initial development in children and families who have followed the program of prevention and promotion of child development compared to those who have not received it.

A pesquisa verificou se um programa de intervenção precoce tem efeitos positivos sobre o desenvolvimento (motor e mental) de crianças entre um e três anos de idade que permaneciam em tempo integral na creche pública e apresentavam defasagem no desenvolvimento. Inicialmente, foram avaliadas 63 crianças por meio das Escalas Bayley II, sendo que 37 delas apresentaram defasagem no desenvolvimento em ambas as escalas, mental e motora. Destas 37 crianças, 20 foram sorteadas para participar de um programa de intervenção precoce. Após a realização desta intervenção, foram sorteadas, para a segunda aplicação das Escalas Bayley II, 15 crianças com defasagem e participantes da intervenção, 15 crianças com defasagem e não participantes da intervenção e 15 crianças sem defasagem. Os resultados evidenciaram visível progressão no desenvolvimento das crianças que apresentaram defasagem e participaram da intervenção precoce. Concluiu-se a viabilidade do emprego de uma intervenção de caráter preventivo nas creches públicas, na perspectiva da atenção precoce. Dessa forma, defasagens do desenvolvimento infantil podem ser prevenidas, identificadas, trabalhadas e superadas, evitando futuras deficiências ou transtornos no desenvolvimento infantil.The research examined whether a program of early intervention has positive effects on the development (motor and mental) in children with ages from one to three who stay full-time in a public nursery school and present developmental delay. Initially 63 children were evaluated using the Bayley Scales II, being that 37 of them showed delay in both scales, mental and motor. Of these 37 children, 20 were randomly selected to participate in an early intervention program. After this intervention, three groups were formed for the second application of the Bayley Scales II, being that the groups were compounded of 15 children with developmental delay who had participated in the mentioned early intervention, 15 children who did not participate in the intervention but had developmental delay, and 15 children who did not have developmental delay. The results showed visible progress in the development of children with developmental delay who had participated in the early intervention. The study concluded that a program of early intervention in public nursery schools is viable to prevent future handicaps in children because the early intervention can detect and identify possible mental or motor underdevelopment and provide means to overcome them.

En la actualidad la aplicación de programas de Atención Temprana (AT) hace más hincapié en la importancia de los contextos en los se desenvuelve el niño y en las interacciones de éste con el medio. El modelo educativo se ajusta muy bien a los nuevos conceptos y las nuevas formas de la atención temprana, basadas en una perspectiva ecológico-transaccional. Además de la intervención individual y sistematizada dirigida al niño, existen otros aspectos relevantes en atención temprana como pueden ser la detección, el seguimiento o la escolarización temprana. En este trabajo se hace una actualización de los conceptos de la atención temprana, y de la aplicación de los programas de AT siguiendo un modelo educativo. Se revisan también los antecedentes y la contextualización de un servicio público de atención temprana dependiente de la administración educativa de una región española (Murcia), describiendo los diversos programas que llevan a cabo. Finalmente, se recogen una serie de consideraciones metodológicas y organizativas de cara a la ejecución de los programas en los equipos y por la propia administración pública.Na atualidade, a aplicação de programas de Atenção Precoce (AP) está mais interessada na relevância dos contextos educativos nos quais a criança se desenvolve e nas interações que esta estabelece com o meio. O modelo educativo ajusta-se muito bem aos novos conceitos e às novas formas da atenção precoce, baseadas numa perspectiva ecológico-transacional. Além da intervenção individual e sistematizada dirigida à criança, existem outros aspectos relevantes na atenção precoce, como a detecção, a supervisão do desenvolvimento ou a escolarização precoce. Neste artigo, efetua-se uma atualização dos programas de atenção precoce seguindo um modelo educativo. Revisam-se os antecedentes e a contextualização de um serviço público de AP subordinado à administração educativa de uma região espanhola (Murcia) e são descritos os seus diferentes programas. Finalmente, realiza-se uma série de considerações metodológicas e organizativas para a execução dos programas pelas equipes e pela própria administração pública.Nowadays, the application of the early intervention programs emphasizes the importance of the contexts in which the child develops and in its interactions with the environment. The educational model adapts itself to new concepts and shapes of the early intervention, based on an ecological and transactional view. There are several significant issues, as the detection, the pursuit, or the early school, in addition to individual and systematized intervention child based. In this report, we update the concepts of the early intervention according to educational model. We revise the preceding and the contextualization from an early intervention service dependent on the educational administration in a Spanish area (Murcia), and we describe the different programs from the early intervention teams in that area. Finally, methodological and organizational issues are collected for the performance of the early intervention programs.

O presente estudo pretendeu descrever as escalas (testes ou inventários) comumente utilizadas para a avaliação do desenvolvimento de bebês, em termos de objetivos, população a quem se destina, material sugerido, o que avaliam e critérios de avaliação. Pretendeu, também, analisar estudos que utilizaram os instrumentos aqui arrolados, a partir do final da década de 90, considerando os objetivos, a população avaliada e os principais resultados obtidos e, finalmente, identificar profissionais da saúde que têm feito uso deles, a partir dos artigos publicados. O estudo aponta para o papel importante da avaliação de bebês como fonte de informação que subsidia tomadas de decisão acerca da elaboração de programas de intervenção precoce ou essencial. Todavia, observa-se a escassez de instrumentos padronizados para a população infantil brasileira.The present study aimed to describe the scales (tests or inventories) commonly used to evaluate the development of babies, in terms of objectives, population in which it is destined to, suggested material, what is evaluated and evaluation criteria. It also intended to analyze studies which employed instruments here described, from the late 90s, considering the objectives, the population evaluated, and the main results obtained and, finally, it aimed to identify health professionals who have employed it, since the articles published. The study highlights the important role of evaluating babies, as information source which help decision taking about the elaboration of essential or early intervention programs. However, it is difficult to find standardized instruments for Brazilian child population.

Abstract The present study analyses the impact of phonological awareness instruction on the reading achievement of at-risk Grade 1 readers enrolled in an early French immersion program. Twenty-nine children from diverse linguistic backgrounds participated in the study. At-risk readers were identified on the basis of their text reading performance and phonological awareness test scores, and received 20 weeks of phonological awareness training in small groups. The intervention was initially given in English, and switched to French once students had acquired a foundation in the language. Significant gains were found in the phonological awareness skills of the treatment group. Results also indicated that the end-of-year French reading levels of the treatment group were superior to those of the comparison group. These findings suggest that a phonologically-based intervention can effectively address phonological awareness deficits and facilitate French reading acquisition for early immersion students who are considered to be at-risk for later reading difficulties.

The goal of a family-centered intervention in neonatal medicine is to develop a partnership between the staff members and the parents. Kangaroo-mother-care and breastfeeding are opportunities to develop this partnership as the pain prevention and treatment and the family-centered medical rounds. More complex programs, based on different theoretical and practical approaches, have been scientifically evaluated: the NIDCAP, the COPE, the Family Integrated Care, and the Family Nurture Intervention. Meta-analysis has shown a positive impact on neurobehavioral outcome for preterm newborns. Implementation strategies are important to consider for an optimal impact. [ABSTRACT FROM AUTHOR]

Résumé La prévalence de la dénutrition est élevée au cours du cancer et elle est en moyenne de l’ordre de 40 %. Ces données sont obtenues avec les critères habituels qui notamment font référence à une perte de poids de 10 % ou plus. Cependant, si l’on considère qu’un malade qui présente une perte de poids de 5 % est déjà à risque nutritionnel, la prévalence de la dénutrition est supérieure à 55 %. Enfin, seuls 15 % des malades pris en charge pour cancer n’ont pas perdu de poids. La synthèse de la littérature suggère qu’en oncologie médicale, une perte pondérale de 5 % est associée à une altération du pronostic des malades (augmentation de la morbidité et de la mortalité). De nombreuses études démontrent qu’au cours de la radiothérapie et de la radiochimiothérapie, une prise en charge diététique active basée sur le conseil diététique, associé ou non à la prise de compléments nutritionnels oraux, permet d’améliorer le pronostic des malades. Les données au cours de la chimiothérapie sont moins convaincantes mais la plupart des études ont proposé une prise en charge insuffisante chez des malades déjà dénutris. Au cours des radiochimiothérapies pour cancers des voies aérodigestives supérieures, la mise en place prophylactique d’une gastrostomie, avant toute intervention nutritionnelle, est associée à un meilleur pronostic pour le patient et est recommandée. En chirurgie, la prise en charge nutritionnelle préopératoire est recommandée chez les malades dénutris et non dénutris qui doivent bénéficier d’une chirurgie majeure et la réalimentation postopératoire précoce est associée à une réduction des complications infectieuses et de la mortalité. The prevalence of malnutrition is high in cancer and is on average around 40%. These data are obtained with the usual criteria that refer in particular to a weight loss of 10% or more. However, if we consider that a patient with a 5% weight loss is already at nutritional risk, the prevalence of protein-energy malnutrition is above 55%. Finally, only 15% of cancer patients have not lost any weight. The analysis of medical literature suggests that in medical oncology, a weight loss of 5% is associated with an alteration of the patient's prognosis (increased morbidity and mortality). Many studies show that, during radiotherapy and chemo-radiotherapy, dietetic counselling, associated or not with the use of oral nutritional supplements, can improve the prognosis of patients. During chemotherapy, data are less convincing but most studies have proposed insufficient support in already malnourished patients and more studies are needed. During radio-chemotherapy for cancers of the upper aerodigestive tract, prophylactic placement of a gastrostomy, before any nutritional intervention, is associated with a better prognosis for the patient and is recommended. In surgery, the nutritional preoperative load is recommended in malnourished and non-malnourished patients before major surgery and early postoperative oral or enteral nutrition is associated with a reduction in infectious complications and mortality. [ABSTRACT FROM AUTHOR]

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Résumé: Ce texte présente l’évaluation d’un programme d’intervention destiné aux parents d’enfants autistes, au cours duquel ils reçoivent des connaissances sur les particularités de leurs enfants et participent à des activités spécifiquement centrées sur les besoins de ces derniers. Pour évaluer les effets de ce programme, un protocole quasi expérimental avec un pré- et post-test avec un groupe de témoin non équivalent a été utilisé. L’échantillon est composé de 14 familles réparties dans les deux groupes en fonction de leur arrivée dans le programme. Les parents et enfants ont participé à une séance hebdomadaire individuelle pendant cinq semaines. Des outils standardisés ont été utilisés avant et après l’intervention pour mesurer l’atteinte des objectifs. Tant pour les parents que pour les enfants, les deux groupes ont montré une amélioration significative ou une tendance à l’amélioration lors du post-test, mais cette amélioration n’est pas significativement différente entre les deux groupes. Lors de la discussion, nous évoquons quatre éléments pour expliquer ces résultats. En conclusion, nous insistons une fois de plus sur l’importance de mettre en place des programmes qui permettront aux parents de s’impliquer auprès de leur enfant autiste dans la continuité du programme thérapeutique mis en place. [ABSTRACT FROM AUTHOR]

Information and communication technology in pre-school settings are considered as important contributors in early intervention for children with intellectual disabilities and children with autism spectrum disorder. The potential of such technology to improve various developmental components of young children and to adapt the interventions to the specific needs of each child have been recognized. However, these technologies raise various questions regarding the professional intervention and even the type of help that is provided to families. [ABSTRACT FROM AUTHOR]

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Abstract: In the past decades, an extensive body on early intervention research programs has grown with numerous scientific publications in the English language litterature, while such studies remain rare in France. This study reports the outcome of families whose children were followed in an out-patient treatment centre, the Unité de Soins Spécialisés à Domicile (USSD) in Paris. This institution, created in 1975, was designed to promote healthy parent-infant relationships and prevent difficulties for families exhibiting psycho-emotional and or psychiatric risks. The objectives are to enhance infant and early child development, to support parenting competences and to fight against intergenerational process of maltreatment and child placement. The theoretical references of the multidisciplinary team are the psychoanalysis, the attachment theory and the clinic of interactions. Thirty-height families were selected from the files of the USSD: They all had a child aged before the age of 18 months, born between 1985 and 1990 and were cared for more than one year ; the other children received intervention after this age. Assessment of parents and children was made when the families had been out of treatment for at least five years. As it is a preliminary study without a control group, we have choose a psychosocial and comprehensive approach more focused on family issues than individual ones. For each child and family, institutional data were collected and argued with the all the professionals still present in the institution: admission in the institution, parental problems and infant symptoms (with reference to the DSM IV and the Zero-to-Three classification), therapeutic interventions (psychodynamic or interpersonal, parents-children groups, parental or children groups, home visiting…), child''s re-educations, relationship with other social or psychiatric teams, orientation after the intervention.Thirty-one situations were re-evaluated. Standardized materials (WISC-R subtests, Rutter A scale for children, Nottingham Health Profile for parents) and semi-structured interviews were used for the assessments. Parental consent and administrative authorizations (for children in foster families or institutions) were obtained and interviews were registered. Two groups of families were studied. Group I included families without specific pathology, they received therapeutic intervention for a mean of 2 1/2 years, most of the mothers were depressed. It was composed of 2 sub-groups : in 8 families, the child''s birth with severe perinatal problems had brought about the parental trauma, for 7 families, psycho-emotional problems were blew up again after the child''s birth, signs of maltreatment could be detected. Group II included families at high risk for child abuse and neglect with numerous psychosocial stress, most of them were followed by social workers ; interventions had lasted for a mean of 6 years. It was composed of two sub-groups: seven disorganized family situations with alcohol abuse and depressed mothers, and nine families with psychotic mothers, most of the babies were placed in foster care. We met 16 parental couples and 13 monoparental families twice and seven foster families. Twenty-five young people were interviewed and complementary information was obtained for seven others from the Child Protection services and foster agencies. Results focus on: 1) the families'' present situation, healh representations and their social/relational and parental competences ; 2) for the young people: the intellectual and scholastic competences, behaviour, social relationships with their peers. They are presented in each of the sub-groups for parents and for children ; differences and common points are noted in the two groups of families I and II. Mean ages at assessment were 12,3 years for children in group I and 13,3 in group II. Except in one case (children became Wards of the State), parents are able to carry out their responsibilities, totally in group I or partially in group II where it was shared with the Child Protection services for most children and adolescents were still placed. No serious child abuse or neglect was detected and there was a positive evolution for the parents'' social and family relationships especially in group I. The family support is more precarious in group II, counterbalanced by social and medical support. Concerning children and adolescents, two third are in the normal school system, the others are in classes for slow learners, one is in a day care hospital. A third have behaviour problems. For all of these young people, verbal subtests (Vocabulary and Similarities, were more succeeded than the performance subtest (Block Design), this result is associated with facilities in verbal expression showed during the interviews. The impact of early therapeutic intervention is notable among children of the families at high risk who had received such care before the age of one: the all have better social competences with peers, less behaviour problems and school failure than the others. Given these results, we can assume that early therapeutic intervention mediates psycho-social risk in these families. As this study is mostly descriptive, it should be followed by complementary research on larger populations. [Copyright &y& Elsevier]

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Copyright of Pratiques Psychologiques is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Perinatal psychiatry is deeply concerned with the construction, the preservation and the treatment of early parent–baby bonds. Disturbances of these first bonds are often associated with the onset of parent–baby relationship disorders and infant’s development, psychosomatic or behavior troubles. Involving both fragility and psychic arousal, the perinatal period is considered as a propitious time to early interventions. Working with first parent–baby bonds includes both prevention and care. Since the first moments of life, the newborn’s and the parents’ competencies meet each other and become gradually tuned in the spiral of interactions. On the quality of these first daily interactions depend not only the infant’s development, but also the evolution of the parenthood process and the nature of the bond between the child and his parents. Based on the experience of preventive and therapeutic work carried out in France and in Brazil, in this article we emphasize the importance of clinical work and research on the strategies of early intervention aiming at enhancing the first parent–baby bonds. [Copyright &y& Elsevier]

When the three main characteristics of autism (i.e. a qualitative alteration in reciprocal social relations; in verbal and non-verbal communication; resistance to change) are considered, it can be seen that the child with autism derives little satisfaction from the social and communicational interactions that form part of his everyday life. Moreover, he experiences a great deal of difficulty in adapting to the numerous changes of location, activity, and persons that he meets during the day — all of which he might possibly wish to remain unchanged, or uniform. Autism therefore presents a considerable challenge to therapists who are preoccupied with improving the quality of life in the very young child with autism, and with the early intervention strategies that could be implemented. On the basis of the most recent studies in the field of behavioral science, the characteristics of efficient early intervention include the following: early intervention and initiation of treatment; intensity of treatment; involvement of the child’s parents in the ongoing collaborative project; the necessity of taking into account the various daily environments to which the child is exposed; the introduction of individualized intervention programs; and finally, taking into consideration the biomedical aspect together with an educational-developmental approach. The implementation of an early intervention approach including the above-mentioned characteristics poses a major challenge to practitioner both as regards the evaluation of these children with autism, and also the implementation of the treatment program. [Copyright &y& Elsevier]

This paper presents an early post-partum clinical situation: a traumatic caesarean section induces primitive anxieties and fear of death. The clinical case is aimed at showing the change of these anxieties in depressive affects, allowing the mother to share these affects and to link with her new-born, in a primary intersubjective relationship. The process of change shows three levels: deposit, transformation, libidinalisation and emphasises the deposit of “the internal baby” of the maternal psychic world. [Copyright &y& Elsevier]