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Feasibility of Remote Coaching With Early Interventionists: NDBI Strategies in Part C Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-04-12 Kimberly R. Tomeny, Theodore S. Tomeny, R. A. McWilliam
Early intervention supports infants and toddlers with confirmed or suspected autism spectrum disorder (ASD) in achieving optimal outcomes, and caregiver-implemented NDBIs are recommended as a developmentally appropriate intervention approach for very young children and their families. Research highlights discrepancies between early interventionists’ perceptions of their practices and their observed
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Attitudes About Inclusive Preschool Education Among Parents of Children Without Disability: Generalized Social Justice Orientation and Specific Inclusive Concerns Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-04-06 Asha Rudrabhatla, Lindee Morgan, Michael Siller
To make inclusive learning environments accessible, it is critical that parents of children without disability select inclusive alternatives when making decisions about their child’s preschool placement. This study examined attitudes toward inclusive education among parents of children without disability across 18 state-funded pre-kindergarten (pre-k) programs in Georgia. Participants were 114 parents
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Editorial Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-03-29 Sarah N. Douglas
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A Systematic Review of Which Families Are Represented in ECSE Literature Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-03-21 Nicole B. Adams, Courtney E. O’Grady, Mia Chudzik, Jordyn Hunter
In this systematic literature review, we examined which caregivers were represented within caregiver-focused studies in three, top-tier early childhood special education journals, Infants & Young Children, Journal of Early Intervention, and Topics in Early Childhood Special Education. The purpose of this review was to highlight where the field can shift toward a more representative and inclusive body
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Prenatal Experiences and Desires With Early Intervention for Families of Children With Down Syndrome Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-03-14 Bonnie Keilty, Melissa A. Jackson, JaneDiane Smith
Part C early intervention (EI) starts no earlier than birth, even with a prenatal diagnosis resulting in automatic eligibility. Despite other early home visiting programs beginning prenatally and the increasing likelihood of uncovering certain diagnoses prenatally, pregnant families cannot access EI. This study sought to understand families’ perspectives on their desire for prenatal EI and how EI could
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Instructional Decision-Making of Professionals Who Support Children Who Use AAC Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-03-13 Melinda R. Snodgrass, Sarah N. Douglas, Virginia L. Walker, Yun-Ching Chung
Despite advances in the field of augmentative and alternative communication (AAC), outcomes among children who require AAC remain discouraging. Practitioners may benefit from guidelines to aid decision-making in relation to supporting pre-linguistic communicators. We conducted an open-ended questionnaire of 30 AAC professionals to determine if consensus existed regarding the assessment information
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Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs Opportunity to Learn Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-03-04 Sofia Benson-Goldberg, Karen Erickson
Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read and write begins with extensive emergent literacy learning
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Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-01-19 Katherine Szocik, Kristen Merrill O’Brien, Sarah A. Nagro, Margaret A. Gerry
The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013
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Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-01-11 Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin, Daniel Messinger
Sensing technologies that provide continuous, real-time information about teachers’ and students’ individual experiences are increasingly being applied to classroom-based research. Sensing technologies provide a possible alternative to costly and time-intensive in-person or hand-coded observations and have the potential to increase our present understanding of the vastly different experiences students
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Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-01-09 Lisa N. Butterworth, Miranda L. Denham, Linda L. Hestenes
Disproportionality and inequity exist in the special education services that children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined
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Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2024-01-06 Selena J. Layden, Heather Coleman, Kristin A. Gansle, Jessica Amsbary
Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages 0 to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In this study determine the levels of training, confidence
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Mixed Methods Journal Reviewing in Early Childhood Special Education Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2023-04-28 Catherine Corr, Mia Chudzik, Jisun R. Oh, Hailey R. Love, Melinda R. Snodgrass
The goal of the journal review process is to ensure that published manuscripts are of high quality and address important topics. Technical criteria about methodology, rigor, and clarity can impact ...
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Standards for Early Intervention/Early Childhood Special Education: The Development, Uses, and Vision for the Future Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2023-04-22 Vicki D. Stayton, Jennifer Kilgo, Eva Horn, Peggy Kemp, Mary Beth Bruder
Professional Standards identify what future educators should know and be able to do when they complete a program of study from an Institution of Higher Education (IHE). With support from the Counci...
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Early Childhood Professionals’ Reported Use of Culturally and Linguistically Responsive Practices During Initial Evaluations: A Mixed Methods Study Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2023-04-21 Elizabeth A. Steed, Rachel Stein, Heidi Burke, Renee Charlifue-Smith
We utilized a mixed methods design to analyze responses to a nationally distributed survey regarding early childhood professionals’ (n = 1,047) use of culturally and linguistically responsive pract...
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Strengthening Early Intervention Home Visitation Quality: A Focus on Partnerships and Interactions Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2023-04-08 Miriam Kuhn, Johanna Higgins
Early Intervention (EI) home visitation programs are central to delivering services that support infants and toddlers displaying developmental delays or disabilities and their families. Entities th...
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Latin American Mothers’ First-Hand Accounts of American Statewide Early Intervention Model: A Funds of Knowledge Approach Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2023-03-30 Diana L. Abarca, Mollie Romano, Estrella Rodriguez
Latin American families’ history and life experiences impact the priorities and values they have for their children with disabilities. It may be beneficial for EI providers to explore and integrate...
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Dosage Reporting in Early Intervention Literature: A Systematic Review Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2023-03-18 Teran A. Frick, Alana G. Schnitz, Ky Cosand, Eva M. Horn, Kathleen N. Zimmerman
This systematic review explores the topic of Part C Early Intervention (EI) dosage reporting and decision-making factors. From an extensive search following PRISMA guidelines, we identified 14 inte...
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Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2023-01-27 Michelle M. Sands, Hedda Meadan
The transition to kindergarten (TTK) occurs at a stage in a child’s development when it can have a direct impact on later school success. For children with disabilities, TTK may be especially chall...
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Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-10-27 Adriana Luna, Courtney A. Zulauf-McCurdy, Shawna Harbin, Angel Fettig
The Latino community has been disproportionately impacted by the COVID-19 pandemic, resulting in unique challenges. This paper explores the lived experiences of five Spanish-speaking Latina mothers...
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Advances in the Technical Adequacy of the Early Cognitive Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-10-22 Dale Walker, Jay Buzhardt, Fan Jia, Alana Schnitz, Dwight W. Irvin, Charles R. Greenwood
Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in k...
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High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-09-13 Elizabeth A. Steed, Alissa Rausch, Phil S. Strain, Ellie Bold, Nancy Leech
We utilized a survey to explore how early childhood personnel delivered high-quality and inclusive preschool special education and related services to young children with disabilities in one Wester...
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Parent Coaching in Natural Communication Opportunities Through Bug-in-Ear Technology Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-09-02 Rachel J. Hamberger, Anna S. Evmenova, Christan Grygas Coogle, Kelley S. Regan
We examined whether there was a functional relation between BIE eCoaching with parents of young children with language disorders and parent provision of natural communication opportunities and whet...
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Incorporating Video Feedback Within a Parent-Implemented Naturalistic Developmental Behavioral Intervention Package Via Telepractice Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-08-09 Ciara L. Ousley, Tracy J. Raulston, Christina S. Gilhuber
Delays in communication are commonly experienced by young children who are not meeting developmental milestones. Early naturalistic developmental behavioral interventions are efficacious, and paren...
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Finding Common Ground: Medical Professionals and Special Education Providers Supporting Young Children and Families Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-08-08 Kaitlin K. Moran, Mary E. Sheppard
Several types of professionals support families of young children with disabilities as they navigate the Early Intervention and Early Childhood Special Education Systems (EI/ECSE). Medical professi...
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Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children With Social-Emotional and Behavioral Needs in Preschool Classrooms Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-07-15 Rebecca J. Bulotsky-Shearer, Tracy M. Carter Clopêt, Amanda P. Williford, Pilar Alamos, Sadie Hasbrouck
Best practices in early childhood include using measures to identify children’s social-emotional and behavioral needs within routine, naturalistic preschool contexts. Aligned with best practices, w...
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Teaching Therapeutic Support Staff to Implement NDBI Strategies for Children With ASD Using Behavior Skills Training Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-07-11 Alicia A. Mrachko, Louise A. Kaczmarek, Douglas E. Kostewicz, Brooks Vostal
We examined adult behavioral skills training (BST) for home-based Therapeutic Support Staff (TSS) using a naturalistic developmental behavioral intervention (NDBI) with young children with Autism S...
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Preventing Challenging Behavior Using Physical Activity With Young Children Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-03-18 Claire Winchester, Erin E. Barton, Gabrielle Trimlett, Jennifer R. Ledford
Antecedent exercise (AE) is an intervention used to promote moderate-to-vigorous physical activity and improve subsequent behavior in non-exercise contexts. We used withdrawal and multitreatment si...
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“El camino por recorrer”: Parent Perspectives on Early Autism Intervention in Mexico Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-03-07 Lauren H. Hampton, Francisco Eugenio Herrera-Carrillo, Fabiola Vargas Londono, Enrique G. Villarreal, Ana Paula Martínez Cueto
Parents of children on the autism spectrum are important members of their child’s early intervention team, yet there are multiple barriers to translating evidence-based parent-mediated intervention...
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Initial Evaluation Practices to Identify Young Children’s Social Emotional Difficulties Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-02-08 Rachel Stein, Elizabeth A. Steed
For young children with significant social emotional difficulties, early identification and intervention can mitigate later challenges. Early social emotional difficulties may indicate an early mental health condition, developmental delays, or educational disabilities. The Individuals with Disabilities Education Improvement Act (2004) includes provisions for finding and supporting young children with
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Professionals’ Perspectives on Service Delivery: The Impact of COVID-19 on Early Childhood Special Education Providers Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-01-27 Douglas Gomez, Megan Kunze, Elizabeth Glenn, Bonnie Todis, Kandyce Kelley, Christina M. Karns, Ann Glang, Laura Lee McIntyre
Early childhood special education (ECSE) professionals were forced to drastically change their methods of providing services as a result of the COVID-19 pandemic. In this qualitative study, we conducted interviews to understand how the COVID-19 pandemic has impacted ECSE professionals both personally and professionally. ECSE professionals described challenges as well as unexpected positive outcomes
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Leveraging Joint Planning in Early Intervention: Documenting with Intentionality and Specificity Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2022-01-15 Ann M. Mickelson, Rebecca Hoffman
A family-capacity building approach to coaching, where providers support caregivers to embed identified strategies into daily routines and activities, is commonly embraced in Part C Early Intervention (EI). EI providers use several coaching strategies within this approach, yet few studies have reported process features, and coaching strategies are not well defined in the literature. We partnered in
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Implementation of Developmental Screening in Early Childhood Education: An Investigation of Process Variables and Acceptability Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-12-14 Kristin M. Rispoli, Mackenzie Z. Norman, Sydney R. Nelson
Many children with developmental delays need early intervention services but do not receive them. Developmental screening provides the impetus for identification of delays and service referrals but is not used consistently across all early childhood education settings. We used an implementation science framework to examine attitudes and engagement in a developmental screening program across three early
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Impact of Challenging Behavior on Marginalized and Minoritized Caregivers of Children With Disabilities Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-12-14 Nicole B. Adams, Stacy N. McGuire, Hedda Meadan, Melanie R Martin, Adriana K. Terol, Ban Haidar, Andrea S. Fanta
Challenging behavior (CB) is a common occurrence in early childhood and frequently occurs in young children with disabilities. CB is also culturally perceived and includes differences in how caregivers understand and define the topography of CB. Despite the cultural interpretation, CB is known to impact the child and their family but there has been little exploration of what marginalized caregivers
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Understanding Families’ Experiences Raising Young Children With Challenging Behavior Through an Ecological Lens: A Qualitative Meta-Synthesis Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-12-04 Agata Freedle, Charis L. Wahman
Raising a young child with challenging behavior can have a significant impact on families’ well-being and family functioning. Despite advancements in the field, there is a paucity of research focused on effective ways to address their unique experiences. This qualitative meta-synthesis aims to identify the needs of families with young children who exhibit challenging behavior to inform more robust
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Innovations in the Facilitation and Measurement of Engagement in EI/ECSE Research: Introduction to the Special Series Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-11-01 Jennifer R. Ledford
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Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-10-21 Kathleen Artman-Meeker, Angel Fettig, Jennifer E. Cunningham, Huan-Ching Chang, Gounah Choi, Shawna Harbin
We used an iterative process to design the Tiered Coaching Model (TCM) to support preschool teachers’ implementation of the Pyramid Model. In the TCM, teachers are matched to one of three coaching tiers based on their observed classroom practices, individual characteristics, and preferences. Coaching tiers included self-guided coaching, small group coaching, and individual coaching. We describe TCM
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A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-08-02 Esther R. Lindström, Jason C. Chow, Kathleen N. Zimmerman, Hongyang Zhao, Elise Settanni, Alyson Ellison
Engagement in early childhood has been linked with later achievement, but the relation between these variables and how they are measured in early childhood requires examination. We estimated the overall association between academic engagement and achievement in children prior to kindergarten entry. Our systematic literature search yielded 13,521 reports for structured eligibility screening; from this
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Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Generalizability Study Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-07-27 Andrea L. B. Ford, Veronica P. Fleury
Researchers seeking to make valid conclusions about engagement for young children with autism spectrum disorder (ASD) must first determine the reliability of estimates obtained across the conditions sampled. Working from that premise, we conducted a secondary data analysis of shared book readings between caregivers and their children with ASD, examining the contribution of measurement error on estimates
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Advancing Children’s Learning Through Innovations in the Measurement of Literacy Engagement Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-07-23 Charles R. Greenwood, Judith J. Carta, Dwight W. Irvin, Alana G. Schnitz
Children’s engagement is an important construct often reported in Early Intervention and Early Childhood Special Education. However, its utility depends on its definition, measurement, theory of change, and empirical evidence. Our purpose is to discuss innovations in Children’s Literacy Engagement (CLE) and report empirical evidence demonstrating how these advancements can be used to promote children’s
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Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-07-23 LeAnne D. Johnson, Andrea L. B. Ford, Danielle Dupuis, Maria L. Hugh
Adopting an “act-in-context” approach is helpful to researchers investigating situational variability in children’s active engagement in preschool classrooms. Aligned with this approach, we propose an empirical pathway and a conceptual model to support examinations of contextual factors hypothesized to impact active engagement as well as the means by which adults promote it. We defined two overarching
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Family ASL: An Early Start to Equitable Education for Deaf Children Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-07-23 Diane C. Lillo-Martin, Elaine Gale, Deborah Chen Pichler
Deaf and hard-of-hearing (DHH) children experience systematic barriers to equitable education due to intentional or unintentional ableist views that can lead to a general lack of awareness about the value of natural sign languages and insufficient resources supporting sign language development. Furthermore, an imbalance of information in favor of spoken languages often stems from a phonocentric perspective
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Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-07-07 Na Young Kong, Nicole Hurless
Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC’s characteristics, (b) features of selected target
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Parents Outcomes of Parent-Mediated Intervention for Toddlers With Autism Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-06-07 Xinyue Liu, Hannah H. Schertz
Parent-mediated intervention can enhance parents’ competence in supporting parent–child social interactions. Research and current policy have highlighted the importance of building family capacity in supporting parents to help children with autism develop social communication abilities. Parents who experienced parent-mediated interventions have reported reduced parenting stress; however, few studies
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Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-05-21 Mollie Romano, Melissa Schnurr, Erin Elizabeth Barton, Juliann Woods, Cindy Weigel
Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers’ use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers
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Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-05-20 Jessica K. Hardy, Mary Louise Hemmeter
Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a
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Examining Early Childhood Teacher Candidate’s Perceptions of Diversity Regarding Material Selection Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-05-20 Sloan O. Storie, Christan Grygas Coogle
Providing opportunities for reflection is one way to gain a deeper understanding of teacher candidate’s perceptions of diversity and how their perceptions regarding diversity evolve. We conducted a qualitative content analysis of reflections to explore teacher candidate’s perceptions regarding instructional material selection. By prompting teacher candidates to consider their selection of materials
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Increasing the Number Sense Understanding of Preschool Students With ASD Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-04-25 Bonnie L. Ingelin, Seyma Intepe-Tingir, Nanette C. Hammons
Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the
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Systematic Review of Interventions Designed to Teach Imitation to Young Children With Disabilities Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-04-25 Jennifer R. Ledford, Sienna A. Windsor
This review was designed to characterize current intervention research for increasing imitation for young children with disabilities. We identified 34 unique sources including assessments of different types of massed trial and embedded trial interventions. Across intervention types, when evaluated via the Single Case Analysis and Review Framework (SCARF), positive outcomes were more likely to occur
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Counteracting Bias and Advancing Justice in Early Childhood Topics in Early Childhood Special Education (IF 2.313) Pub Date : 2021-04-16 Maggie Beneke, Sheresa Boone Blanchard, Megan Vinh, Erin E. Barton
All young children have the right to early learning opportunities in which they are positioned to learn, grow, and participate as valued members of their families, programs, and communities. However, substantial societal inequities directly impact access to equitable education for all children. Young children navigate social worlds in which racism, ableism, and many other intersecting oppressions operate
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Initial Evaluation Practices: A Survey of Early Childhood Personnel Topics in Early Childhood Special Education (IF 2.313) 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 2.313) 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 2.313) 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 2.313) 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 2.313) 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 2.313) 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 2.313) 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 2.313) 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 2.313) 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 2.313) 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 2.313) 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