Information diffusion and translational research: Two relatively new phrases that convey concepts that are pertinent to both the field of early childhood intervention and our lives today. As this issue goes to press, the H1N1 flu virus is but 1 example that demonstrates how the technology we have (Internet, TV news) disseminates information in a way that can only be described as widespread diffusion in real time. Likewise, the speed at which a vaccine for this flu is being developed represents the field of translational research at its best. The operational aspects of both of these concepts have been made possible through the widespread use and application of technological tools such as the Internet.
The field of early childhood intervention has also experienced examples of information diffusion and translational research. The most recent example of rapid information diffusion is the availability of streamlined federal stimulus funds for early intervention and preschool special education programs. The information about the availability of these funds under the American Recovery and Reinvestment Act went out via a variety of channels even before the President signed it into law.
Translation research is a more complex and challenging concept than informational diffusion. As such, it has been broken down into 2 components or applications: the translation of laboratory findings into an applied research study (called T1); and the use of applied research findings to facilitate the implementation of best practices (T2). Although our field has been less stellar in this arena, we do have a number of successes. Most exist under the latter application of using research to guide practice, although some of our current practices have evolved from both applications. One such example is the methodology of applied behavior analysis that emanated from early experiments with animals to successful implementation in a variety of venues as a tool to change both child and adult behavior.
When putting together articles for this issue of IYC, I was influenced by the relevance of both information diffusion and translational research to our field today. Although the articles presented in this issue may seem unrelated as they address different aspects of early childhood interventions, I hope that as readers you are able to discern the relationship between the 2 concepts: Informational diffusion is an efficient tool for communicating translational research applications, and translational research should guide the informational diffusion that occurs about effective practices in our field. But, before I describe these articles to you, I want to first share some exciting news about how IYC is addressing the need for faster and more efficient information diffusion of translational research.
NEW E-JOURNAL PLATFORM
If you go to the IYC Web site: http://iycjournal.com, you will be able to see some changes taking place that promise to enhance the journal's readability, usability, and impact. This spring, IYC's publisher, Lippincott Williams & Wilkins (LWW), has launched myLWW, a new, personalized, and intuitive interface that integrates journal content and rich media that will enable collaboration, sharing, and innovation among professionals. This e-journal platform will eventually host more than 280 journal Web sites, and it will give IYC subscribers access to the following:
* Featured articles, Editor's Picks, "Most Viewed," and "Most Emailed" papers
* Image and video gallery options for integrated video viewing and figure image review
* New options for article delivery, including an enhanced HTML format for easier reading
* New customization options, including saved searches, personal article collections, and e-mail and RSS alerts
* New export tools including links to citation managers and tools to export figures from full-text articles into PowerPoint
* Improved search across all content and media type
This new, customizable experience will give IYC subscribers the tools they need to access and apply information efficiently and effectively. I am quite proud to be affiliated with our publisher LWW as they assist professionals by enhancing the ability of IYC to diffuse information about translational research through the best of technology. I hope you will feel the same.
CURRENT ISSUE
The topics of the articles in this issue of IYC cover a range of recommended practice areas, and the authors present information that is applicable to either policy, further research, replication of practices, or a combination of all. I am also so pleased to have 2 articles from countries outside the United States.
This issue leads off with an article by Dunst and Trivette on professional development, which itself is a prime mechanism for the diffusion of information on translational research. The article provides information from a series of research syntheses and meta-analyses of adult learning methods and strategies. In particular, the authors isolate effective adult learning methods as well as conditions under which these methods have beneficial learner outcomes. They then provide a framework for an in-service training model, using these evidence-based practices.
Our second article contains an overview of recommend practices and policies in early intervention for those infants and young children with mild and unilateral hearing loss. Holstrum, Biernath, McKay, and Ross provide a strong research-based argument for the need for attention and intervention for children with these diagnoses. Unfortunately, the needs of these children may not seem as blatant as those children with severe or bilateral hearing loss. As a result these may be missed opportunities for intervention and improved child outcomes. Hopefully, this article will provide information to both caregivers and interventionists on successful practices for children having such diagnoses.
I am pleased that we have 2 articles of original research that can be applied to early childhood intervention practice. The first by DiCarlo, Schepis, and Wilson used single-subject methodology to identify variables that enhanced toy play in toddlers with severe disabilities. By using preference assessment technology, the authors were able to experimentally demonstrate that the addition of a preferred sensory attribute increased toy selection and independent toy play with 3 toddler-aged children. Most importantly, the results suggest that by paying attention to these preferred attributes, children with disabilities may have more opportunities to play side by side with peers.
Second, our colleagues from Turkey investigated the differences between the home environments of children with and without disabilities, using the Home Screening Questionnaire. Kesiktas, Sucuoglu, Keceli-Kaysili, Akalin, Gul, and Yildirim report findings that suggest the importance of maternal characteristics on the home environments of both groups of children. These findings are very similar to other studies conducted in the United States. That is, maternal characteristics such as education level, family income, and employment status affected the quality of the home environment. However, there were no differences in scores on the measure between children with or without disabilities younger than 3 years, although a difference was noted for children older than 3 years.
The issue closes with 2 articles that address model practices in 2 areas that form the core of early childhood intervention: transdisciplinary team-based service delivery and the routines-based interview for families. King, Strachan, Tucker, Duwyn, Desserud, and Shillington share information about the literature base from which the transdisciplinary model evolved, and then provide a description of their home-based early intervention model that has been in place for 30 years. The authors provide illustrations of the essential elements of the approach as well as the managerial and service delivery challenges and benefits when implementing it with families and their infants. This article is also our other international submission from Canada.
Our last article by McWilliam, Casey, and Sims describes a model for assessing family needs to ensure that services center around the family's priorities. This framework is an essential component in the development of functional and valid IFSPs and subsequent service delivery in early intervention. The authors delineate the 6 steps of their Routine Based Interview and 10 quality indicators that are behaviors that enhance the effectiveness of the interview and can be used as a fidelity standard. Preliminary data on the effectiveness of this promising practice for family-centered models of early intervention are also provided.
In closing out the Introduction for this issue of IYC, I would like to highlight the fact that the journal is also expanding its use of technology to the way manuscripts are submitted and reviewed. All manuscripts are now to be electronically submitted through Editorial Manager. You can access the IYC application process at http://iyc.edmgr.com, and additional author information and detailed guidelines are available at http://www.iycjournal.com.
Please also note that IYC is no longer a journal that invites manuscripts for submission. We have an open submission policy using the published editorial guidelines.
Mary Beth Bruder, PhD
Professor and Director of University of Connecticut, Farmington