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Initial Evaluation Practices: A Survey of Early Childhood Personnel Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-14 Elizabeth A. Steed, Rachel Stein
We surveyed early childhood personnel to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use
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A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-14 Ciera M. Lorio, Abigail D. Delehanty, Mollie K. Romano
Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading
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Hearing Their Voices: Parents’ Perceptions of Preschool Special Education Evaluations With Dual-Language Learners Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-12 Hattie Harvey, Erin Kinavey Wennerstrom
Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant, Eurocentric perspective. Through this sutdy, we share the perspectives of 22 parents of dual-language
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Parent-Implemented Oral Vocabulary Intervention for Children With Down Syndrome Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-08 Lauren M. LeJeune, Christopher J. Lemons, Silje Hokstad, Rebeca Aldama, Kari-Anne B. Næss
Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an
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Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System Third Edition Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-03-30 Michael D. Toland, Jennifer Grisham, Misti Waddell, Rebecca Crawford, David M. Dueber
Rasch and classification analyses on a field-test version of the Assessment, Evaluation, and Programming System Test—Third Edition (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month
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Who is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-03-15 Xigrid T. Soto-Boykin, Anne L. Larson, Arnold Olszewski, Veena Velury, Anna Feldberg
Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers
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Confronting Racism and Bias Within Early Intervention: The Responsibility of Systems and Individuals to Influence Change and Advance Equity Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-02-24 Sheresa Boone Blanchard, Jennifer Ryan Newton, Katherine W. Didericksen, Michael Daniels, Kia Glosson
Many early intervention systems are focused on “fixing” children to support development and inclusion. However, we need to acknowledge systemic racism and bias to focus on early settings, schools, and practitioners who are ready for all children. Furthermore, knowledge about the existence of bias and its possible harmful effects support a need for thoughtful, systems-level decisions. We propose a conceptual
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Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-02-18 Hailey R. Love, Margaret R. Beneke
Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to
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Assessing Family Outcomes Over Time: Longitudinal Measurement Invariance of the Family Outcomes Survey–Revised Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-02-18 Nicolette Waschl, Kenneth K. Poon, Mo Chen, Huichao Xie
The Family Outcomes Survey–Revised (FOS-R) measures family outcomes of services for young children with disabilities or developmental delays, and can be used to investigate change in outcome achievement over time. To confirm the validity of FOS-R change scores, it must be established that the FOS-R measures the same construct over time; if so, score changes can be attributed to family outcome achievement
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Reconceptualizing Assistance for Young Children of Color With Disabilities in an Inclusion Classroom Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-02-18 Soyoung Park, Sunmin Lee, Monica Alonzo, Jennifer Keys Adair
In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance
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It’s About Time! Advancing Justice Through Joyful Inquiry With Young Children Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-02-15 Elizabeth J. Erwin, Jessica K. Bacon, Priya Lalvani
Young learners often are enchanted with the world, fascinated by the ordinary, and absorbed in the present moment. We explore interconnected ideas about how young children’s natural proclivity toward being curious, and noticing differences among people should be harnessed toward socially just ends. We consider ways in which joyfulness in learning are preserved, as teachers partner with young learners
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Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-02-11 Christine L. Hancock, Chelsea W. Morgan, James Holly, Jr.
Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework
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A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-01-31 Elizabeth M. Kelly, Shawna G. Harbin, Scott A. Spaulding, Carly A. Roberts, Kathleen Artman-Meeker
Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors
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State Early Learning and Development Standards: A Unified Curriculum Framework for All Young Children Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-01-04 Mary Beth Bruder, Kelly E. Ferreira
Early learning and development standards (ELDS) describe the knowledge, skills, and dispositions young children should demonstrate before kindergarten. This article describes a review of state ELDS for children from birth to 5 years of age to determine if they included information and guidance about the learning needs of young children with developmental delays. A national search of ELDS located 79
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On the Meanings of Functional Play: A Review and Clarification of Definitions Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-12-02 Jeevita Sidhu, Natasha Barlas, Karin Lifter
The term functional play is used widely and variably in serving young children developing with delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions into two groups: one in terms of appropriate use of toys and the other in
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Examining the Relation Between Language Skills and Challenging Behavior Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-10-28 Cathy Huaqing Qi, Rebecca Shearer Bulotsky, Erin E. Barton
This topical issue consists of a collection of five empirical articles that use different methods and models to examine the dynamic interrelation between language skills and behavior problems within early childhood classrooms. The linkage between language and behavior problems among young children from families living in poverty has elicited considerable attention in the past two decades. The special
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Using Least-To-Most Prompting to Increase the Frequency and Diversity of Pretend Play in Children with Autism Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-09-29 Dincer Saral, Burcu Ulke-Kurkcuoglu
We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD aged 5 to 6 years took part in the study. LTM was functionally related to increases in the frequency
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Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-09-14 Li Luo, Brian Reichow, Patricia Snyder, Jennifer Harrington, Joy Polignano
Background: All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. Objectives: To review systematically
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Bidirectional Associations Between Preschool Classroom Behavior and Language and Literacy Skills Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-09-11 Elizabeth B. Cashiola, Rebecca J. Bulotsky-Shearer, Daryl B. Greenfield
Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of children enrolled in Head Start (N = 297). Cross-lagged panel designs using structural equation modeling (SEM) were conducted using data gathered through
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Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-08-30 Amy S. Pratt, Ashley M. Adams, Elizabeth D. Peña, Lisa M. Bedore
We explore the classification accuracy of a parent and teacher report measure, the Inventory to Assess Language Knowledge (ITALK), to screen for developmental language disorder (DLD) in bilingual children. Participants included 120 Spanish English bilingual children with typical development (TD) and 19 bilingual children with DLD, ranging in age from 5 to 8 years old. Parents’ and teachers’ reports
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Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-08-25 Rebecca J. Bulotsky Shearer, Krystal Bichay-Awadalla, Jhonelle Bailey, Jenna Futterer, Cathy Huaqing Qi
Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations
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The Home Numeracy Environment and Measurement of Numeracy Performance in English and Spanish in Dual Language Learners Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-08-20 Melody Kung, Kelsey Stolz, Joyce Lin, Matthew E. Foster, Sara A. Schmitt, David J. Purpura
Some evidence suggests that the home numeracy environment (HNE) is related to children’s numeracy. Socioeconomic status (SES) and language minority status can also influence children’s HNE and numeracy. Limited HNE research focuses on dual language learners (DLLs). Using a sample of preschool-aged children (n = 98) from low socioeconomic status (SES) backgrounds, we examined differences between Spanish-speaking
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Structured Teaching and the Play of Preschoolers With Developmental Disabilities: An Evaluation Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-08-20 Megan R. Pullum, Seth A. King, Krystal Kennedy
Play represents an important component of early childhood education and is linked to the development of communication and social skills, particularly for children with developmental disabilities who often lack play skills. Structured teaching is a systematic method that entails visually arranging and organizing the learning environment. Although effective for older individuals with disabilities, research
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Examining the Bidirectional Relations Between Language and Behavior in Head Start Children Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-08-20 Zhe Gigi An, Songtian Zeng, Ching-I Chen, Hongxia Zhao
The purpose of this study is to examine the bidirectional relationship between children’s language development and challenging behaviors as well as the moderating roles of gender and race/ethnicity. We conducted a number of structural equation modeling analyses with a national representative sample (N = 2,462) of Head Start children from the 2014 Head Start Family and Child Experiences Survey. Results
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A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-08-13 Alexandra Nicole Davis, Cathy Huaqing Qi
We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children’s behavior problems using the Child Behavior Checklist Ages 1½-5, and social
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The Relation Between Teachers’ Positive Behavior Support and Language Support Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-08-07 Jennifer E. Cunningham, Mary Louise Hemmeter, Ann P. Kaiser
The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide
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Editorial Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-06-22 Lillian Durán
The topic of this special issue of Topics in Early Childhood Special Education is “Research to Practice for Dual Language Learners (DLLs) in Early Intervention and Early Childhood Special Education (EI/ECSE).” Young children who speak languages other than English at home are one of the fastest growing populations in the United States, and the EI/ECSE field needs to respond by developing evidence-based
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Future Topics Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-06-22
All young children have the right to early learning opportunities in which they are positioned to participate as valued members of their families, early childhood programs, and communities. However, substantial inequities plaguing society directly impact access to equitable education for all children. Young children are navigating social worlds in which ableism and racism (and other intersecting oppressions)
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Early Literacy Skill Growth in Spanish-Speaking Children With and At Risk for Disabilities in Early Childhood Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-06-22 Alisha K. Wackerle-Hollman, Lillian K. Durán, Alejandra Miranda
For young Spanish–English dual language learners (SE-DLLs), early literacy skills, including phonological awareness and alphabet knowledge in Spanish as well as English, are crucial to their reading success. However, there is a lack of research about how SE-DLLs develop early literacy skills, and how their rates of performance can inform evidence-based intervention. This article examined to what degree
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Training Teachers in Inclusive Classrooms to Collect Data on Individualized Child Goals Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-06-16 Collin Shepley, Jennifer Grisham-Brown, Justin D. Lane, Melinda J. Ault
The progress-monitoring data collection is an essential skill for teachers serving children for whom the general curriculum is insufficient. As the field of early childhood education moves toward tiered service provision models, the importance of routine data collection is heightened. Therefore, we evaluated the effects of a training package on preschool teachers’ implementation of progress-monitoring
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Exploring the Professional Development Needs of Early Childhood Paraeducators and Supervising Teachers Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-06-16 Rebecca Frantz, Sarah Douglas, Hedda Meadan, Michelle Sands, Naima Bhana, Sophia D’Agostino
Paraeducators play an important role supporting children with developmental disabilities in early childhood settings, and the current educational system has come to rely heavily on paraeducator supports. Unfortunately, most paraeducators receive limited training prior to engaging in their classroom roles and responsibilities, and teachers receive limited training related to supervising paraeducator
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Parental Styles and Parental Emotional Intelligence as Predictors of Challenging Behavior Problems Among Children in Israel Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-06-09 Qutaiba Agbaria
We examined whether two facets of preschool children’s home environment, parenting style and parental emotional intelligence, may be risk factors for challenging behaviors among kindergarten children in Arab society in Israel. We sampled 524 parents for children aged 4 to 5 years who completed questionnaires about their parenting style, emotional intelligence, and their child’s behavior. Teachers also
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Exploring Coach–Teacher Interactions Within a Practice-Based Coaching Partnership Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-06-02 Darbianne K. Shannon, Patricia A. Snyder, Mary Louise Hemmeter, Mary McLean
Professional development (PD), which includes coaching, has demonstrated the capacity to affect preschool teachers’ use of evidence-based practices. The present study explored how coaches facilitat...
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Multitiered Systems of Support in Preschool Settings: A Review and Meta-Analysis of Single-Case Research Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-04-27 Collin Shepley, Jennifer Grisham-Brown, Justin D. Lane
Multitiered systems of support provide a framework for matching the needs of a struggling student with an appropriate intervention. Experimental evaluations of tiered support systems in grade schoo...
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Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-04-07 Brook E. Sawyer, Ann O’Connell, Nivedita Bhaktha, Laura M. Justice, Julie R. Santoro, Anna Rhoad Drogalis
Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) cla...
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Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-04-03 Anne L. Larson, Zhe Gigi An, Carla Wood, Yuuko Uchikoshi, Lauren M. Cycyk, Carol Scheffner Hammer, Kelly Escobar, Kate Roberts
The social validity of intervention research has been emphasized in special education and related fields for decades. There is relatively little focus on social validity that considers culturally and linguistically diverse populations. Eleven articles met the inclusionary criteria for this systematic review and were evaluated to describe social validity in early language intervention research—specifically
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Latino Caregivers’ Interactions With Their Children With Language Delays: A Comparison Study Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-04-03 Tatiana Nogueira Peredo, Kelsey Maria Dillehay, Ann P. Kaiser
Evidence-based treatments for young children with developmental language delays include caregiver-implemented naturalistic interventions. However, there is little research on culturally appropriate interventions for Spanish-speaking caregivers from low–socioeconomic status (SES) households and their young children with identified language delays. We compared interaction strategies of Latino Spanish-speaking
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A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-03-02 Diane D. Bricker, Huda S. Felimban, Fang Yu Lin, Sondra M. Stegenga, Sloan O’Malley Storie
Collaboration with caregivers and between disciplines and agencies is a recommended practice in the field of early intervention and early childhood special education (EI/ECSE) as well as required b...
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Mind the Gap: Strategies to Bridge the Research-to-Practice Divide in Early Intervention Caregiver Coaching Practices Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-02-10 Mollie Romano, Melissa Schnurr
While caregiver coaching approaches in early intervention have a comprehensive literature base, the field continues to experience a research-to-practice gap in the implementation of capacity-buildi...
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Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2020-01-22 Jin Hee Hur, Patricia Snyder, Brian Reichow
Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions
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Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-11-08 Karyn Aspden, Stacey M. Baxter, Sally Clendon, Tara W. McLaughlin
Inclusive experiences for all children are foundational to New Zealand early childhood education, yet teacher beliefs and practices related to identification and referral processes may be delaying ...
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Avoiding the Humdrum: Recommendations for Improving How We Conceptualize and Assess Social Validity in ECSE Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-10-14 James Halle
Although most scholars identify Wolf’s (1978) seminal article as describing the origins of social validity, a more careful analysis reveals earlier precursors. An inductive process of research began in 1967 that culminated in a set of goals and procedures that defined the concept of social validity (Fixsen, 2019). This process began when Wolf and his doctoral students established The Achievement Place
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The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers’ Practice Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-09-16 Christan Grygas Coogle, Sarah Nagro, Kelley Regan, Kristen Merrill O’Brien, Jennifer R. Ottley
We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time technology-enhanced performance-based feedback and video ana...
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Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-08-11 Milene Ferreira, Cecília Aguiar, Nadine Correia, Margarida Fialho, Júlia Serpa Pimentel
Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality; children’s verbal, social, and behavioral skills; and the friendships and social acceptance of children with disabilities, while testing the moderating effects of ECE dosage. Eighty-six children with
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Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-08-05 Yusuf Akemoglu, Pau Garcia-Grau, Hedda Meadan
Interventions designed for children with disabilities and their families should be socially valid. Parent-implemented Communication Strategies-Storybook (PiCSS) is an intervention package designed to coach parents on shared storybook reading and naturalistic teaching strategies. In PiCSS program, the participating parents used the communication teaching strategies with high fidelity, and children responded
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Examining the Effects of Social Stories™ on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-08-02 Charis L. Wahman, James E. Pustejovsky, Michaelene M. Ostrosky, Rosa Milagros Santos
Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed...
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Social Validity Assessment in Behavior Interventions for Young Children: A Systematic Review Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-07-16 Eun-Young Park, Kwang-Sun Cho Blair
We sought to identify, examine, and summarize empirical literature focused on early childhood behavior interventions examined using a single case research designs (SCD) and published between 2001 and 2018. Using systematic procedures, 28 studies that met established inclusion criteria were identified, reviewed, and compared with respect to general and social validity assessment characteristics of SCD
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Practitioner-Implemented Naturalistic Developmental Behavioral Interventions: Systematic Review of Social Validity Practices Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-07-16 Sophia R. D’Agostino, Sarah N. Douglas, Ana D. Dueñas
Naturalistic Developmental Behavioral Interventions (NDBIs) are evidence-based interventions implemented by the adults in a child’s natural environment (e.g., by practitioners in classrooms). The social validity of this body of research may have an impact on the maintenance of practitioner implementation of NDBIs. We conducted a systematic review to evaluate the components (i.e., goals, procedures
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An Experimental Analysis of Prevent Teach Reinforce for Families (PTR-F) Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-06-11 Jaclyn D. Joseph, Phillip S. Strain, Glen Dunlap
A single-case withdrawal design replicated across three families was used to evaluate the impact of the manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging be...
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The Effects of an Intervention Using Low-Tech Visual Scene Displays and Aided Modeling With Young Children With Complex Communication Needs Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-05-22 Nimisha Muttiah, Kathryn D. R. Drager, Bethany Beale, Hailey Bongo, Lindsay Riley
Young children with complex communication needs are often severely restricted in their ability to communicate and develop language skills. A major barrier preventing these children from accessing c...
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Primary and Secondary Effects of Prevent-Teach-Reinforce for Young Children Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-05-20 Hattie Harvey, Glen Dunlap, Kristen McKay
This study was conducted to examine the effectiveness of Prevent-Teach-Reinforce for Young Children (PTR-YC) using a single-case experimental design. PTR-YC is a manualized intervention designed to...
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Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-05-20 Hailey R. Love, Eva Horn
The most recent efforts to promote inclusive education have acknowledged the various contexts in which it takes place, moving away from a placement-focused conceptualization of inclusion. Acknowled...
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Understanding Provider Attitudes Regarding Father Involvement in Early Intervention Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-05-16 Sarah L. Curtiss, Brent A. McBride, Kelly Uchima, Dan J. Laxman, Rosa M. Santos, Jenna Weglarz-Ward, Justin Kern
The interest in fathers as active parents has increased dramatically over the past 30 years among researchers and the popular press with considerable attention given to direct child-rearing activities; however, mothers continue to be the most likely participants in early intervention (EI) services. Using thematic analysis, we explored providers’ perceptions (n = 511) of father involvement in EI regarding
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Studies in MTSS Problem Solving: Improving Response to a Pre-Kindergarten Supplemental Vocabulary Intervention Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-05-16 Na Young Kong, Judith J. Carta, Charles R. Greenwood
A tenet of the Multi-Tiered System of Supports (MTSS) is that even evidence-based interventions will not be effective with all children. We examined preschool children’s response to a supplemental ...
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Early Intervention and Family-Centeredness in Spain: Description and Profile of Professional Practices Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-05-10 Pau García-Grau, Gabriel Martínez-Rico, R. A. McWilliam, Dolores Grau
Despite an emphasis on family-centered practices in early intervention, the translation of this philosophy into practice is unclear. We, therefore, measured practices of 250 early intervention serv...
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Peer-Mediated Interventions to Address Social Competence Needs of Young Children With ASD: Systematic Review of Single-Case Research Design Studies Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-04-11 Jose R. Martinez, Chelsea L. Waters, Maureen A. Conroy, Brian Reichow
We conducted a systematic review and summarized the outcomes of single-case research design studies conducted in the last decade that have implemented peer-mediated interventions (PMI) to address t...
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Technology-Enhanced Performance-Based Feedback to Support Teacher Practice and Child Outcomes Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-03-25 Christan Grygas Coogle, Sloan Storie, Jennifer R. Ottley, Naomi L. Rahn, Amy Kurowski-Burt
We investigated the effect of real-time technology-enhanced performance-based feedback delivered during three different routines on teacher practice and child outcomes. Participants included three ...
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Performance-Based Feedback to Enhance Early Interventionist’s Practice and Caregiver and Child Outcomes Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-03-21 Christan Grygas Coogle, Anne L. Larson, Jennifer R. Ottley, Amy Kennedy Root, Hilary Bougher-Muckian
We used a multiple-probe single-case design to determine whether there was a functional relation between peer-delivered, technology-enhanced, performance-based feedback (TEPF) and early intervention (EI) providers’ use of family engagement strategies and embedded learning opportunities. Participants included three coaches, three EI providers, three caregivers, and three children receiving EI services
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Fidelity of a Teacher-Implemented Intervention for Preschoolers With Autism Spectrum Disorder: No, Some, and Unexpected Effects Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-03-21 Stephanie S. Reszka, Katie Belardi, Jessica Amsbary, Brian A. Boyd, Linda R. Watson
Advancing Social-Communication and Play (ASAP) is a classroom-based intervention targeting the social-communication and play development of preschool-age children with autism spectrum disorder. We used a multimethod approach to measuring intervention fidelity, including adherence, exposure, treatment differentiation, and quality of treatment delivery. Overall, teachers in the ASAP classrooms increased
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Participant Characteristics in Research on Interventions for Young Children With Challenging Behavior: A Systematic Review Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2019-03-05 Elizabeth A. Steed, Tessa A. Kranski
Intervention studies to reduce challenging behavior in young children below the age of 6 were reviewed for participant characteristics, including gender, race/ethnicity, disability, socioeconomic status, and language to evaluate the frequency of reporting and diversity of participant characteristics in this area of research. Interventions conducted in school, preschool, and home-based settings were
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