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Tele-Intervention During the COVID-19 Pandemic: Lessons Learned From Early Intervention Practitioners J. Early Interv. (IF 1.925) Pub Date : 2024-03-18 Dana C. Childress, Megan Schumaker-Murphy
During the COVID-19 global pandemic, early intervention (EI) practitioners experienced an unexpected shift to providing tele-intervention services to support children and families using virtual platforms. Because this shift occurred across the field, it is important to understand the perspectives of those who experienced it under exceptional circumstances. This study examined the perspectives of 353
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ASD-Modified Interaction Therapy: Effects on Fathers’ and Mothers’ Responsiveness, Affect, and Attachment J. Early Interv. (IF 1.925) Pub Date : 2024-03-09 Nitza Weinstein, Adi Zloof Golombick
This study evaluated the effects of short-term manualized autism spectrum disorder (ASD)-modified “interaction therapy” (IT) for 42 parents, comprising both fathers and mothers of 21 preschoolers with ASD, while comparing father and mother outcomes. Intervention features included parents’ focus on self-reflection and “here-and-now” investigation of live parent–child interaction, both parents’ equal
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Toward Developing and Validating a Measure to Appraise Progress Monitoring Ability J. Early Interv. (IF 1.925) Pub Date : 2024-03-08 Collin Shepley, Amanda Leigh Duncan, Anthony P. Setari
The provision of progress monitoring within publicly funded early childhood classrooms is legally required, supported by empirical research, and recommended by early childhood professional organizations, for teachers providing Part B services under the Individuals with Disabilities Education Act. Despite the widespread recognition of progress monitoring as an essential tool to support child development
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Preschool Teachers’ Perceptions and Use of Naturalistic Developmental Behavioral Intervention Strategies: An Explanatory Sequential Mixed Methods Investigation J. Early Interv. (IF 1.925) Pub Date : 2024-03-08 Sophia R. D’Agostino, Kyle M. Frost
Preschool classrooms serve children of varying abilities, including those who may benefit from social communication intervention. Research supports the use of naturalistic developmental behavioral interventions (NDBI) to effectively increase the social communication skills of young children. Yet, little is known about preschool teachers’ perspectives on and use of NDBI strategies. The purpose of this
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Staff Travel Time in Rural- and Urban-Serving Infants and Toddlers With Disabilities (Part C) Programs in Kansas J. Early Interv. (IF 1.925) Pub Date : 2024-02-13 Christopher D. Tilden, Nathan C. Kuhn, Sushmita Samaddar, Hilde A. McKee, Silke A. von Esenwein, Rebecca J. Gillam
Staff travel required to provide home visiting services can be a barrier to quality service provision. This may be of particular concern to rural programs, where the demands of staff travel are often thought to be greater than in urban settings. As part of a statewide needs assessment of the Infants and Toddlers with Disabilities Program in Kansas (Kansas Part C), a time study was conducted to examine
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Parent Fidelity Mediates the Effect of Project ImPACT on Vocal Complexity J. Early Interv. (IF 1.925) Pub Date : 2024-02-07 Sarah R. Edmunds, Rachel M. Hantman, Paul J. Yoder, Wendy L. Stone
Younger siblings of autistic children are at a high likelihood (HL) of autism, language, and/or cognitive delays. Vocal complexity, a continuous measure of the developmental maturity of vocal communication, is facilitated by parent-child interaction and predicts language outcomes. This study examined whether parents’ intervention fidelity to Project ImPACT, a 12-week, parent-mediated, naturalistic
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Dual Schooling for Low-Resource Families: An Exploratory Study From a Positive Deviance Perspective J. Early Interv. (IF 1.925) Pub Date : 2023-05-03 Wan Har Chong, Juliet Tanuwira, Nandita Nalawala, Shi Ning Wong
Parent education programs are important avenues through which parents of children with developmental delays can learn new skills to help them with child-rearing challenges. However, those in econom...
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Parent’s Use of Naturalistic Instruction Upon Receiving Technology-Enhanced Performance-Based Feedback J. Early Interv. (IF 1.925) Pub Date : 2023-05-03 Christan Grygas Coogle, Emil Majetich, Jr., Sloan O. Storie, Clarissa Bunch Wade
We used a multiple baseline across strategies design to determine the effect of technology-enhanced performance-based feedback on parent’s use of preventive strategies to address children’s challen...
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Virtual Mindfulness Workshops for Parents of Children on the Autism Spectrum J. Early Interv. (IF 1.925) Pub Date : 2023-05-03 Emily L. Curl, Lauren H. Hampton
Mindfulness strategies can have a large impact on emotional regulation, emotional intelligence, and interpersonal relationships. Parents of children on the autism spectrum may experience greater st...
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Parents’ Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis J. Early Interv. (IF 1.925) Pub Date : 2023-04-18 Ruby Batz, Asha Yadav
Existing literature documents the importance and difficulty of serving families under a family-centered approach in Early Intervention/Early Childhood Special Education (EI/ECSE). However, less is ...
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Trauma-Informed Care: The Professional Development Needs of Early Childhood Special Education Teachers J. Early Interv. (IF 1.925) Pub Date : 2023-04-17 Mia Chudzik, Catherine Corr, Kim Wolowiec Fisher
It has been well documented that experiencing trauma impacts all aspects of child development. Young children experience trauma at high rates, and children with disabilities are at an increased ris...
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SEE Me Therapeutic Playgroup: A Teaming Model to Promote Parent–Child Interactions J. Early Interv. (IF 1.925) Pub Date : 2023-04-08 Sarah Fabrizi, Ann L. Tilman, Ellen Donald, Noelle Balsamo, Annemarie Connor
Therapeutic playgroups have potential to benefit families and children enrolled in early intervention. A pretest–posttest, mixed methods, sequential explanatory design was utilized to explore the e...
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A Review of the Literature: Distance Coaching in Early Childhood Settings J. Early Interv. (IF 1.925) Pub Date : 2023-03-23 Ragan H. McLeod, Jessica K. Hardy, Kameron C. Carden
Coaching is becoming a common professional development support in early childhood settings. Effective distance coaching may provide more efficient or cost-effective methods of coaching and opportun...
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Professional Development and Use of Evidence-Based Practice in Autism Early Intervention J. Early Interv. (IF 1.925) Pub Date : 2023-03-20 Sarah Luskin-Saxby, Melanie Zimmer-Gembeck, Rhylee Sulek, Jessica Paynter
We investigated the experiences of Australian autism early intervention service providers, including the professional development they receive on the job and how they translate research evidence in...
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Parents’ Experiences Transitioning From Early Intervention Services to School Services J. Early Interv. (IF 1.925) Pub Date : 2023-03-13 Kristina Rios, Molly Buren
Early intervention (EI) provides requisite support to address the developmental needs of infants and toddlers and assists families in understanding how to meet their child’s needs. However, at age ...
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Perspectives on How to Implement Developmental Screening and Intervention for Children With Sickle Cell Disease J. Early Interv. (IF 1.925) Pub Date : 2023-03-15 Catherine R. Hoyt, Jeni Erickson, Lingzi Luo, Taniya Varughese, Tara Han, Ashley J. Housten, Allison A. King
Background: Children with sickle cell disease (SCD), a genetic blood disorder, are at increased risk of developmental delays but are not routinely referred to Early Intervention (EI). The study aim...
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Small-Group Emergent Literacy Intervention Dosage in Preschool: Patterns and Predictors J. Early Interv. (IF 1.925) Pub Date : 2023-03-15 Shayne B. Piasta, Alida Hudson, Robin Sayers, Jessica A. R. Logan, Kandia Lewis, Cynthia M. Zettler-Greeley, Laura L. Bailet
Intervention dosage is foundational to realizing intended impacts but is often variable, particularly when interventions are implemented under real-world conditions. In this study, we examined dosa...
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Parents’ Perspectives of Center-Based Early Intervention Services for Deaf/Hard of Hearing Children J. Early Interv. (IF 1.925) Pub Date : 2023-03-06 Ronda Rufsvold, Elaine Smolen, Maria Hartman, Lauren Fleming
Parents of children who are newly identified as deaf or hard of hearing (DHH) face many decisions surrounding communication and intervention, including where to receive early intervention (EI) serv...
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Parenting Stress, Child Social Functioning, and Part C Early Intervention in Predominantly Low-Income Families of Children With or at High Risk for Developmental Delay From Minoritized Racial and Ethnic Groups J. Early Interv. (IF 1.925) Pub Date : 2023-03-01 Jocelyn Kuhn, Emily Hickey, Olivia Lindly, Michelle Stransky, Marisa Masaro, Gregory J. Patts, Howard Cabral, Morgan Crossman, Marilyn Augustyn, Emily Feinberg, Sarabeth Broder-Fingert
In this study, the relationships between child social functioning, parenting stress, and Part C Early Intervention (EI) enrollment were examined in 227 ethnically and racially diverse, low-income f...
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Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic J. Early Interv. (IF 1.925) Pub Date : 2023-01-03 Daphne M. Vrantsidis, Tim C. Horn, Rebekah A. Benkart, Tyler A. Busch, Kerry E. Orton, Mary Lauren Neel, Nathalie L. Maitre, H. Gerry Taylor
This study examined the remote learning activities children born very preterm (VPT; gestational age ≤ 30 weeks) received, compared with children born full term (FT; gestational age ≥ 37 weeks), dur...
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Qualitative Investigation of Educator and Parent Experiences of Education Services During COVID-19 J. Early Interv. (IF 1.925) Pub Date : 2022-12-24 Angel Fettig, Courtney Zulauf-McCurdy, Gounah Choi, Mischa McManus
The COVID-19 pandemic has resulted in a worldwide disruption of education service systems. A significant gap has emerged in understanding the impact of these changes to both educational services an...
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Improving Attachment Security in Early Childhood Intervention: A Framework From Constructivist Grounded Theory J. Early Interv. (IF 1.925) Pub Date : 2022-12-13 Stacey Lynne Alexander, Margarita Frederico, Maureen Long
This study explored how early childhood intervention (ECI) professionals could support the development of secure attachment in children with developmental delay or disability (DD) within the contex...
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Autism Spectrum Disorder Screening Practices of Part C Early Intervention Providers: A Brief Report J. Early Interv. (IF 1.925) Pub Date : 2022-12-09 Sarah D. Wiegand, Jennifer A. Brown, Rebecca G. Lieberman-Betz
An early diagnosis of autism spectrum disorder (ASD) can improve outcomes for children and assist families in accessing services. Part C providers are often tasked with screening for ASD. The purpo...
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Implementation of the Group-ESDM in a Childcare Setting Serving Under-Resourced Communities J. Early Interv. (IF 1.925) Pub Date : 2022-11-24 Ashley Zitter, Venus David, Laurie A. Vismara, Elisabeth Sheridan, Sherira Fernandes, Giacomo Vivanti
This pilot feasibility study applies the RE-AIM Implementation Science Framework to examine the implementation and preliminary signals of the effectiveness of integrating the Group–Early Start Denv...
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Does Adult-Directed Early Behavioral Intervention Improve Family Quality of Life? A Systematic Review and Meta-Analysis J. Early Interv. (IF 1.925) Pub Date : 2022-11-24 Amanda Duncan, Collin Shepley
For decades, researchers and providers of adult-directed early behavioral intervention services have made conceptual arguments linking the receipt of such services to improvements in family and fam...
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Finding the On Ramp: Accessing Early Intervention and Early Childhood Special Education in an Urban Setting J. Early Interv. (IF 1.925) Pub Date : 2022-11-24 Kaitlin K. Moran, Mary E. Sheppard
Early Intervention and Early Childhood Special Education (EI/ECSE) are critical services for children with disabilities and their families. Urban areas are charged with providing EI/ECSE services t...
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Effects of Lag Schedules of Reinforcement on Variable Manding in Preschoolers With Disabilities J. Early Interv. (IF 1.925) Pub Date : 2022-11-23 Elizabeth A. Pokorski, Mollie J. Todt, Kelly C. Willard, Erin E. Barton, Ana Paula Martinez, Blair P. Lloyd
Functional communication training (FCT) is an evidence-based intervention that while often effective, can result in rote responding, reduced generalizability of target behavior, and resurgence of c...
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Examining Family Process among Infants and Toddlers and Implications for Maternal–Child Intervention J. Early Interv. (IF 1.925) Pub Date : 2022-11-23 Doré R. LaForett, Rebecca E. Salomon, Julee B. Waldrop, Maria Martinez, Marcia A. Mandel, Anne C. Wheeler, Katherine C. Okoniewski, Linda S. Beeber
This article examined the associations between family processes and children’s development among mothers and their children participating in early intervention (EI) services. Data from mothers and ...
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Voces de la Gente: Spanish-Speaking Families’ Perspectives on Early Childhood Special Education J. Early Interv. (IF 1.925) Pub Date : 2022-11-07 Lillian Durán, Lauren M. Cycyk, Ruby Batz
The Individual with Disabilities Education Act specifies that families should be include in the special education process and they must provide informed consent. However, families from Spanish-spea...
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Initial Evaluation Practices to Identify Young Children With Delays and Disabilities During the COVID-19 Pandemic J. Early Interv. (IF 1.925) Pub Date : 2022-11-02 Elizabeth A. Steed, Rachel Stein, Renee Charlifue-Smith
This study utilized a mixed methods design to analyze responses from a nationally distributed survey of professionals’ (N = 1,000) experiences conducting initial evaluations for early intervention ...
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Mealtime Developmental Skills: Surveying the Knowledge of Early Interventionists J. Early Interv. (IF 1.925) Pub Date : 2022-09-09 Catherine A. Smyth, Kay Alicyn Ferrell, Alena Clark, Jamie Erskine, Carol L. Spicer, Zoe L. Morgese, Carol Benson Puchalski, Hasan Zaghlawan, Hong Phangia Dewald, Aaron John Dewald, Laura Pickler
Young children with visual impairment and their families often require specialized assistance through early intervention to develop adaptive routines, cues, and environmental settings during mealti...
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Optimizing Vocabulary Instruction for Preschool Children J. Early Interv. (IF 1.925) Pub Date : 2022-08-17 Keri M. Madsen, Lindsey A. Peters-Sanders, Elizabeth Spencer Kelley, R. Michael Barker, Yagmur Seven, Wendy L. Olsen, Xigrid Soto-Boykin, Howard Goldstein
A cluster randomized design was used to investigate the effects of the Story Friends vocabulary curriculum on learning of 84 preschoolers in 24 classrooms who were at risk for language difficulties...
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Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation J. Early Interv. (IF 1.925) Pub Date : 2022-07-17 Katherine J. Bateman, Sarah Emily Wilson, Ariane Gauvreau, Katherine Matthews, Maggie Gucwa, William Therrien, Rose Nevill, Micah Mazurek
The diversity of children within the preschool classroom is dramatically changing as children with autism spectrum disorder are increasingly included within it. To engage in the benefits of inclusi...
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Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers J. Early Interv. (IF 1.925) Pub Date : 2022-06-08 Lydia Ocasio-Stoutenburg, Christina Sudduth, Christina Nunez, Jhonelle Bailey, Monica Dowling, Rebecca Shearer, Ruby Natale, Michelle Schladant
Very few studies have examined how to culturally and linguistically (CL) adapt professional development (PD) programs in assistive technology (AT) for Latinx teachers serving young children with di...
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Introduction to the Special Issue: A New Era for Remote Early Intervention and Assessment J. Early Interv. (IF 1.925) Pub Date : 2022-05-17 Jay Buzhardt, Hedda Meadan
The COVID-19 pandemic illuminated a challenge in early intervention that the field has struggled for decades to adequately address: How do we implement evidence-based practices remotely while maint...
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Parent Coaching in Early Intervention for Autism Spectrum Disorder: A Brief Report J. Early Interv. (IF 1.925) Pub Date : 2022-05-05 Melanie Pellecchia, David S. Mandell, Rinad S. Beidas, Carl J. Dunst, Liza Tomczuk, Jeannette Newman, Lisa Zeigler, Aubyn C. Stahmer
Coaching caregivers of young children on the autism spectrum is a critical component of parent-mediated interventions. Little information is available about how providers implement parent coaching ...
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A Scoping Review on the Use of the Parents Evaluation of Developmental Status and PEDS: Developmental Milestones Screening Tools J. Early Interv. (IF 1.925) Pub Date : 2022-05-02 Shabnam Abdoola, De Wet Swanepoel, Jeannie Van Der Linde
The Parents’ Evaluation of Developmental Status (PEDS), PEDS: Developmental Milestones (PEDS: DM) and PEDS tools (i.e., the PEDS and PEDS:DM combined for use) are parent-reported screening tools fr...
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The Influence of Daily Living Skill Profiles in Preschoolers With Autism Spectrum Disorder on Early Intervention Teachers’ Perceptions of Their Educational Placement J. Early Interv. (IF 1.925) Pub Date : 2022-04-29 Yong-Hwee Nah, Sarah Shu-Ting Ng
Research on early intervention (EI) teachers’ perceptions toward the educational placement of children with Autism Spectrum Disorder (ASD) has been limited. This study examined the influence of dai...
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Effects of Enhanced Milieu Teaching and Book Reading on the Target Word Approximations of Young Children With Language Delay J. Early Interv. (IF 1.925) Pub Date : 2022-04-29 Veronica Y. Kang, Sunyoung Kim
Teaching vocabularies to young children is critical as vocabulary is related to long-term language, literacy, and academic skills. The current study used a multiple probe design to examine the effe...
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Families’ Access to Early Intervention and Supports for Children With Developmental Disabilities J. Early Interv. (IF 1.925) Pub Date : 2022-04-08 Suzi J. Sapiets, Richard P. Hastings, Catherine Stanford, Vasiliki Totsika
Early intervention (EI) provision is critical for families who have children with developmental disabilities (DD), but existing evidence suggests accessing EI is not always straightforward. The purpose of this study was to provide a comprehensive description of access to various EI supports (e.g., professionals, services, interventions) for families of young children with suspected or diagnosed DD
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Navigating Virtual Delivery of Assessments for Head Start Children During the COVID-19 Pandemic J. Early Interv. (IF 1.925) Pub Date : 2022-04-08 Leiah J. G. Thomas, Monica G. Lee, Cate Smith Todd, Kathleen Lynch, Susanna Loeb, Scott McConnell, Lydia Carlis
Many preschool agencies nationwide continue to experience closures and/or conversions to virtual or hybrid instruction due to the ongoing coronavirus disease 2019 (COVID-19) pandemic. Despite the importance of understanding young children’s learning and development during the COVID emergency, limited knowledge exists on adaptable practices for assessing young children during the pandemic. We assess
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Speech-Language Pathologists’ Self-Reported Language Input and Recommendations During Early Intervention J. Early Interv. (IF 1.925) Pub Date : 2022-04-08 Nell Maltman, Emily Lorang, Courtney Venker, Audra Sterling
This study examined the extent to which early intervention (EI) speech-language pathologists (SLPs) use and recommend language input strategies for caregivers of children with language delays and t...
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Teacher-Implemented Parent Coaching in Inclusive Preschool Settings for Children With Autism J. Early Interv. (IF 1.925) Pub Date : 2022-04-05 Michael Siller, Katherine Pickard, Sally Fuhrmeister, Elizabeth Kushner, Asha Rudrabhatla, Lindee Morgan
This mixed-methods study aimed to test the feasibility, acceptability, and fidelity of involving early childhood education (ECE) staff without special education training or prior parent coaching experience in the delivery of an adapted evidence-based parent coaching intervention for young children with autism (Focused Playtime Intervention-Preschool, FPI-P). Ten staff members of a university-affiliated
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“Would You Like to Hear a Story?”: Collaborating With Families Using Photo-Elicitation J. Early Interv. (IF 1.925) Pub Date : 2022-02-10 Kimberly A. Hile, Rosa Milagros Santos
Research related to family empowerment and capacity-building suggests that families facing multiple risk factors (e.g., presence of a disability, poverty, single parents, low levels of maternal education, etc.) may experience feelings of powerlessness when asked by professionals to make decisions on behalf of their families. The purpose of this study was to explore a particular strategy for engaging
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Toddlers at Elevated Likelihood for Autism: Exploring Sensory and Language Treatment Predictors J. Early Interv. (IF 1.925) Pub Date : 2022-02-04 Alapika Jatkar, Dunia Garrido, Shuting Zheng, Greyson Silverman, Heba Elsayed, Paige Huguely Davis, Helen Lee, Elizabeth R. Crais, John Sideris, Lauren Turner-Brown, Grace T. Baranek, Linda R. Watson, Rebecca Grzadzinski
Baseline child characteristics may predict treatment outcomes in children with or at elevated likelihood of developing autism (EL-ASD). Little is known about the role of child sensory and language features on treatment outcome. Participants were randomly assigned to a parent-mediated intervention or control condition. Analyses explored the relationship between baseline child sensory and language characteristics
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Effects of BEST in CLASS–Web on Teacher Outcomes: A Preliminary Investigation J. Early Interv. (IF 1.925) Pub Date : 2022-01-24 Maureen A. Conroy, Kevin S. Sutherland, Kristen L. Granger, Katerina M. Marcoulides, Edward Feil, Jessica Wright, Mayra Ramos, Alexandra Montesion
This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers’ classroom quality, self-efficacy, implementation of the BEST in CLASS
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Family Routines Within Caregiver-Implemented Early Interventions: A Scoping Review J. Early Interv. (IF 1.925) Pub Date : 2022-01-22 Mollie Romano, Ciera Lorio, Abigail Delehanty, Johanna Eugenio, Diana Abarca, Bhairvi Trivedi, Jennifer A. Brown
Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices, few investigations examine the degree to which interventions
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Comparing Coding Viewing and Recording Methods to Quantify Embedded Instruction Learning Trials J. Early Interv. (IF 1.925) Pub Date : 2022-01-16 Mackenzie K. Martin, Patricia A. Snyder, Brian Reichow, Crystal D. Bishop
The purpose of this study was to examine the comparability of counts of embedded instruction learning trials when different methods of viewing and recording direct behavioral observations were used. In 13 classrooms, while videotaping embedded instruction implementation for a larger randomized controlled efficacy trial was occurring, teachers’ implementation of trials was coded in situ using pencil-and-paper
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Parent Coaching Behaviors Used Within an Adaptive Responsive Teaching Intervention J. Early Interv. (IF 1.925) Pub Date : 2021-12-06 Jonet Artis, Linda R. Watson, Elizabeth S. Crais
The coaching service delivery model is often implemented within parent-mediated interventions for infants at an elevated likelihood of autism spectrum disorder. However, less is known about the exact coaching behaviors used within intervention sessions. Therefore, we examined the coaching behaviors implemented within the adaptive responsive teaching intervention. We also investigated the associations
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Predictors of Parent Engagement in Community-Based Parent–Child Interaction Therapy: A Brief Report J. Early Interv. (IF 1.925) Pub Date : 2021-12-01 Emma W. Nathanson, Kristin M. Rispoli, Rachel Piper, Suzi Naguib
Despite substantial empirical support, correlates of retention and success in community-based parent–child interaction therapy (PCIT) implementation are not well defined. Widespread application of PCIT necessitates improved understanding of intervention components relating to family outcomes beyond highly controlled research trials. Using data collected as part of routine care, this study examined
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Remote Use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers J. Early Interv. (IF 1.925) Pub Date : 2021-11-28 Charles R. Greenwood, Susan Higgins, Meaghan McKenna, Jay Buzhardt, Dale Walker, Jun Ai, Dwight W. Irvin, Nikki Grasley-Boy
Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered
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Teaching and Promoting Generalization of Peer Imitation With Preschoolers With Disabilities J. Early Interv. (IF 1.925) Pub Date : 2021-10-31 Mollie J. Todt, Erin E. Barton, Jennifer R. Ledford, Gabriela N. Robinson, Emma B. Skiba
Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time delay to increase peer imitation in the context of a play
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The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers J. Early Interv. (IF 1.925) Pub Date : 2021-10-26 Jarrah Korba, Mary Louise Hemmeter, Adrienne K. Golden, Kate Nuhring
A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or
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Caregiver Intervention Implementation Fidelity: An Empirical Investigation of a Multidimensional Model J. Early Interv. (IF 1.925) Pub Date : 2021-10-26 Jaclyn M. Dynia, Ying Guo, Jessica A. R. Logan, Laura M. Justice, Joan N. Kaderavek
The extant literature on implementation fidelity has found mixed evidence for empirically establishing the dimensionality of implementation fidelity. The current study aims to add to this growing body of literature by examining implementation fidelity in a book-reading intervention for young children’s caregivers. Caregivers (n = 291) implemented Sit Together and Read 2 (STAR 2) with their preschool-age
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Remote Delivery of Services for Young Children With Disabilities During the Early Stages of the COVID-19 Pandemic in the United States J. Early Interv. (IF 1.925) Pub Date : 2021-08-03 Elizabeth A. Steed, Ngoc Phan, Nancy Leech, Renee Charlifue-Smith
This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions
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A Parent-Implemented Shared Reading Intervention via Telepractice J. Early Interv. (IF 1.925) Pub Date : 2021-07-18 Yusuf Akemoglu, Vanessa Hinton, Dayna Laroue, Vanessa Jefferson
We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and
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Relationship Between State-Level Developmental Screening and IDEA Part C Early Intervention Rates J. Early Interv. (IF 1.925) Pub Date : 2021-06-30 Dorian E. Traube, Mary Rose Mamey
The purpose of this study was to explore whether a relationship exists between the rates of state-level developmental screening by a health care provider and state-level provision of Individuals with Disabilities Education Act, Part C (IDEA Part C) early intervention services. This is an important first step in determining whether states have the capacity to deal with a potential influx of newly identified
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The Individualization of the Little Talks Intervention: Implications for Modular Treatment Designs J. Early Interv. (IF 1.925) Pub Date : 2021-06-18 Diamond S. Carr, Patricia H. Manz
Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized
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Impact of Meeting Early Hearing Detection and Intervention Benchmarks on Spoken Language J. Early Interv. (IF 1.925) Pub Date : 2021-06-18 Brittany Grey, Elizabeth K. Deutchki, Emily A. Lund, Krystal L. Werfel
This study compared preschool spoken language outcomes for children with hearing loss who met the Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as compared outcomes for those who met the current EHDI guidelines to those who met the earlier benchmarks. Finally, the predictive role of meeting each component of the guidelines was evaluated relative to language
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Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes J. Early Interv. (IF 1.925) Pub Date : 2021-06-04 Maureen A. Conroy, Kevin S. Sutherland, Kristen L. Granger, Katerina M. Marcoulides, Ke Huang, Alexandra Montesion
Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’