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Showing 1 to 15 of 124 results
Peer reviewed
Direct linkBruder, Mary Beth; Dunst, Carl J. – Topics in Early Childhood Special Education, 2015
Parents of young children participating in either Individuals With Disabilities Education Act (IDEA) Part C early intervention or IDEA Part B-619 preschool special education programs were surveyed to obtain a consumer science perspective of the practitioners who were the children's primary service providers. Parents were asked to make…
Descriptors: Parent Attitudes, Early Childhood Education, Intervention, Special Education
Noe, Sean; Spencer, Trina D.; Kruse, Lydia; Goldstein, Howard – Topics in Early Childhood Special Education, 2014
This multiple baseline design study examined the effects of a Tier 3 early literacy intervention on low-income preschool children's phonological awareness (PA). Seven preschool children who did not make progress on identifying first sounds in words during a previous Tier 2 intervention participated in a more intensive Tier 3 intervention.…
Descriptors: Emergent Literacy, Preschool Children, Intervention, Phonological Awareness
Wood, Brenna K.; Drogan, Robin R.; Janney, Donna M. – Topics in Early Childhood Special Education, 2014
Reviewers analyzed studies published from 1990 to 2012 to determine early childhood practitioner involvement in functional behavioral assessment (FBA) and function-based behavioral intervention plans (BIP) for children with challenging behavior, age 6 and younger. Coding of 30 studies included practitioner involvement in FBA and BIP processes,…
Descriptors: Functional Behavioral Assessment, Intervention, Validity, Peer Acceptance
Fettig, Angel; Barton, Erin E. – Topics in Early Childhood Special Education, 2014
The purpose of this literature review was to analyze the research on parent-implemented functional assessment (FA)-based interventions for reducing children's challenging behaviors. Thirteen studies met the review inclusion criteria. These studies were analyzed across independent variables, types of parent coaching and support provided,…
Descriptors: Intervention, Behavior Problems, Functional Behavioral Assessment, Literature Reviews
Snell, Martha E.; Voorhees, Mary D.; Walker, Virginia L.; Berlin, Rebecca A.; Jamison, Kristen Roorbach; Stanton-Chapman, Tina L. – Topics in Early Childhood Special Education, 2014
The purpose of this demonstration was to evaluate a universal intervention during teacher-identified routines that were characterized by significant classwide problem behavior. Six Head Start classrooms (seven groups of children, with one classroom divided into two groups) received two workshops and two coaching sessions on universal Positive…
Descriptors: Intervention, Behavior Problems, Federal Programs, Early Childhood Education
Park, Hyejin; Ostrosky, Michaelene M. – Topics in Early Childhood Special Education, 2014
The purpose of this study was to examine (a) how parents and their kindergarten-age children talk about disabilities when they read books that include characters with disabilities and (b) the relationship between the frequency of mother/child comments about disabilities and children's attitudes toward peers with disabilities, as measured by…
Descriptors: Parent Attitudes, Disabilities, Childrens Literature, Attitudes toward Disabilities
Drogan, Robin R.; Kern, Lee – Topics in Early Childhood Special Education, 2014
A significant number of young children exhibit challenging behaviors in preschool settings. A tiered framework of intervention has documented effectiveness in elementary and secondary schools, and recently has been extended to preschool settings. Although there is emerging research to support the effectiveness of Tier 1 (universal) and Tier 3…
Descriptors: Intervention, Behavior Problems, Preschool Children, Child Development
Sandbank, Micheal; Yoder, Paul – Topics in Early Childhood Special Education, 2014
Generalizability and decision studies provide a mathematical framework for quantifying the stability of a given number of measurements. This approach is especially relevant to the task of obtaining a representative measure of communicative behavior in young children and supports an alternative to the debate regarding which type of assessment…
Descriptors: Developmental Delays, Toddlers, Intervention, Vocabulary Development
Brown, Jennifer A.; Garzarek, Jessica E.; Donegan, Katharine L. – Topics in Early Childhood Special Education, 2014
The purpose of this multiple baseline study across participants was to examine a narrative retell intervention with guided self-monitoring on narrative macrostructure skills in low-income African American young children at risk for language disorders. Three target 4-year-old children in a mixed-age kindergarten class of nine students participated…
Descriptors: Preschool Children, At Risk Students, African American Children, Personal Narratives
Katz, Esther; Girolametto, Luigi – Topics in Early Childhood Special Education, 2013
The purpose of this study was to investigate the effects of peer intervention on the social interactions of children with autism spectrum disorder (ASD). In this model, a speech-language pathologist and three early childhood educators trained typically developing peers to engage children with ASD in play. Three preschool children with ASD and six…
Descriptors: Peer Teaching, Intervention, Preschool Children, Pervasive Developmental Disorders
Turner, Kylan S.; Johnson, Cynthia R. – Topics in Early Childhood Special Education, 2013
Sleep problems are a common occurrence among children with autism spectrum disorders (ASD). In addition to the adverse effects that sleep problems present for children's neurodevelopment, learning, and daytime behaviors, these sleep problems also present significant challenges for the entire family. This article outlines the results of a…
Descriptors: Sleep, Pervasive Developmental Disorders, Autism, Behavior Modification
Ling, Stacy M.; Barnett, David W. – Topics in Early Childhood Special Education, 2013
Preschool environments can be critical to academic success and risk reduction but disruptive behaviors can have significant and lasting negative effects on students as well as teachers. These behaviors may be pervasive in some classrooms and effective interventions are needed. A combined delayed multiple baseline and withdrawal design across a…
Descriptors: Preschool Children, Group Activities, Student Behavior, Contingency Management
Douglas, Sarah N.; Light, Janice C.; McNaughton, David B. – Topics in Early Childhood Special Education, 2013
Paraeducators are frequent communication partners for young children with complex communication needs (CCN) in early childhood settings. This study examined the impact of instruction to paraeducators in two communication interaction strategies (IPLAN [Identify activities for communication, Provide means for communication, Locate and provide…
Descriptors: Paraprofessional School Personnel, Disabilities, Young Children, Early Childhood Education
Kong, Na Young; Carta, Judith J. – Topics in Early Childhood Special Education, 2013
The purpose of this article is to synthesize the available studies regarding responsive interaction intervention (RII) for children with or at risk for developmental delays with a focus on six dimensions: (a) the characteristics of participants, (b) the features of RII, (c) the measurement of treatment fidelity, (d) the overall effectiveness of…
Descriptors: Intervention, Developmental Delays, Interaction, Quasiexperimental Design
Biglan, Anthony; Layton, Georgia L.; Jones, Laura Backen; Hankins, Martin; Rusby, Julie C. – Topics in Early Childhood Special Education, 2013
High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this…
Descriptors: Special Education, Depression (Psychology), Developmental Disabilities, Burnout
