Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 2 |
Since 2005 (last 20 years) | 3 |
Descriptor
Coaching (Performance) | 2 |
Early Childhood Education | 2 |
Faculty Development | 2 |
Feedback (Response) | 2 |
Inclusion | 2 |
Access to Education | 1 |
Barriers | 1 |
Behavior Modification | 1 |
Behavior Problems | 1 |
Cooperation | 1 |
Disabilities | 1 |
More ▼ |
Source
Topics in Early Childhood… | 3 |
Author
Barton, Erin E. | 3 |
Fettig, Angel | 1 |
Fuller, Elizabeth A. | 1 |
Schnitz, Alana | 1 |
Smith, Barbara J. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Information Analyses | 1 |
Reports - Descriptive | 1 |
Education Level
Early Childhood Education | 2 |
Preschool Education | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Barton, Erin E.; Smith, Barbara J. – Topics in Early Childhood Special Education, 2015
Although considerable progress has been achieved regarding the research and laws supporting preschool inclusion, access to inclusive preschool environments remains intangible for many children with disabilities in the United States. The purpose of this article is to discuss current challenges and solutions to high-quality preschool inclusion. We…
Descriptors: Early Childhood Education, Special Education, Preschool Education, Inclusion
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
Barton, Erin E.; Fuller, Elizabeth A.; Schnitz, Alana – Topics in Early Childhood Special Education, 2016
The purpose of this study was to examine the impact of performance feedback on preservice teachers' use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was used to examine the relation between performance feedback delivered via email and practicum students' use of target-recommended…
Descriptors: Feedback (Response), Faculty Development, Early Childhood Education, Preschool Teachers