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Showing 1 to 15 of 47 results Save | Export
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Ren, Lixin; Garcia, Aileen S.; Esteraich, Jan M.; Encinger, Amy; Raikes, Helen H.; Acar, Ibrahim H. – Infants and Young Children, 2019
The demographic composition in the United States has undergone shifts due to increasing immigration. This may change the way we think about families and children in the United States, and it is important to include immigrant families in parenting research. This study examined the relations between parent-child relationships and preschool-aged…
Descriptors: Parent Child Relationship, Preschool Children, Social Development, Emotional Development
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Schmitt, Sara A.; Korucu, Irem; Purpura, David J.; Whiteman, Shawn; Zhang, Chenyi; Yang, Fuyi – International Journal of Behavioral Development, 2019
This study investigated cross-cultural variation in the development of executive functioning (EF) across the preschool period for United States and Chinese children from low and high socioeconomic families using a longitudinal design. Participants included 216 preschool children (n = 125 from the US; n = 91 from Shanghai and Jiangxi, China). On…
Descriptors: Executive Function, Preschool Children, Socioeconomic Status, Longitudinal Studies
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Bejnö, Hampus; Roll-Pettersson, Lise; Klintwall, Lars; Långh, Ulrika; Odom, Samuel L.; Bölte, Sven – Journal of Autism and Developmental Disorders, 2019
Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge to preschool intervention systems. In Sweden, most young autistic children receive intervention service in community-based preschool programs, but no tool is yet available to assess the quality of the preschool learning environment. This study adapted…
Descriptors: Autism, Pervasive Developmental Disorders, Clinical Diagnosis, Community Programs
Nowicki, Jacqueline M. – US Government Accountability Office, 2019
About 13 percent of children aged 3 through 21 enrolled in public schools received special education services in school year 2015-16, and about 3 percent of children from birth through age 2 received special education services. Concerns about the difficulties identifying and evaluating children for special education have been raised by the media,…
Descriptors: Special Education, Preschool Education, Elementary Secondary Education, Disability Identification
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Barrueco, Sandra; Wall, Shavaun M.; Mayer, Lynn M.; Blinka, Marcela – Journal of Catholic Education, 2016
Nationally, focus is increasing on the developmental experiences of young children (birth to age 8). Twenty four (arch)dioceses in large metropolitan areas participated in a survey identifying the extent and nature of services provided by Catholic schools and Catholic Charities programs to young children and their families. Six hundred and seventy…
Descriptors: Catholic Schools, Young Children, Early Childhood Education, Philanthropic Foundations
Whitehurst, Grover J. – Center on Children and Families at Brookings, 2016
In the United States, public policy and expenditure intended to improve the prospects of children from low-income families have focused on better preparing children for school through Head Start and universal pre-K. This school readiness approach differs from the dominant model of public support for early care and learning in Northern Europe,…
Descriptors: School Readiness, Early Childhood Education, Program Effectiveness, Academic Achievement
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Starr, Elizabeth M.; Martini, Tanya S.; Kuo, Ben C. H. – Focus on Autism and Other Developmental Disabilities, 2016
Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten…
Descriptors: Autism, Pervasive Developmental Disorders, Kindergarten, Early Intervention
National Center on Deaf-Blindness, 2016
This, the 30th annual "National Child Count of Children and Youth Who Are Deaf-Blind," is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center…
Descriptors: Deaf Blind, Children, Databases, Agency Cooperation
National Center on Deaf-Blindness, 2015
The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center on Deaf-Blindness (NCDB), its…
Descriptors: Deaf Blind, Children, Databases, Agency Cooperation
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Simpson, Lisa A.; Qi, Sharon; He, Kan; Tao, Qing Qing – Journal of the International Association of Special Education, 2015
Identifying students with ASD in the People's Republic of China (PRC) has lagged behind western countries, particularly the United States. Families often have to travel long distances to obtain a diagnosis and then are faced with few treatment options once the diagnosis is made. Recent laws governing special education in the PRC do not…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Teaching Methods
Workman, Emily; Griffith, Michael; Atchison, Bruce – Education Commission of the States, 2014
The nation continues to recover from one of the worst recessions since the Great Depression. States were hit hard, incurred significant losses, and many are only just now showing signs of meaningful recovery. Whether it is efforts to bring investments in pre-K back to pre-recession levels or creating new investments, states have indicated, for the…
Descriptors: State Aid, Financial Support, Preschool Education, Economic Climate
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Steed, Elizabeth A.; Noh, Jina; Heo, Kay H. – Infants and Young Children, 2014
This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachers' approaches to…
Descriptors: Foreign Countries, Cross Cultural Studies, Cultural Differences, Behavior Modification
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Griffiths, Yvonne; Stuart, Morag – Journal of Research in Reading, 2013
There is now a strong evidence base from theory and research providing a "template" to inform practice at Wave 2, guiding the design and implementation of time-limited effective early intervention programmes for pupils identified as "at risk" of reading difficulties following initial literacy instruction (Rose, 2009). In…
Descriptors: Best Practices, Dyslexia, Reading Difficulties, Early Intervention
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Shah, Mira B.; Schaefer, Barbara A.; Clark, Teresa P. – International Journal of School & Educational Psychology, 2013
To effectively provide early interventions to children, identifying those who are in need of these interventions is essential. In India, several problems hinder the process of early identification, including a lack of standardized measures for assessment. This study investigates the utility of the Bracken School Readiness Assessment, Third Edition…
Descriptors: Foreign Countries, Intervention, School Readiness, Young Children
Organization for Autism Research (NJ1), 2012
As any parent of a child with autism knows, your life changes and you take on new roles after your child receives a diagnosis of autism. Ready or not, you are now expected to be an expert on interventions, support professionals, and special education. Suddenly, your concerns and worries are different from the parents around you. While they may be…
Descriptors: Disabilities, Special Education, Related Services (Special Education), Autism
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