NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 1 to 15 of 539 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Walbam, Katherine M. – Infants and Young Children, 2019
Attachment is considered a fundamental aspect of social and emotional development in children. Attachment is established, in part, through sensory processes, yet many children have unique sensory needs. The present study explores the association between sensory processing disorder and attachment by examining primary caregivers' perception of the…
Descriptors: Attachment Behavior, Perceptual Impairments, Sensory Integration, Caregiver Child Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Gerlach, Alison J.; Gignac, Joan – Infants and Young Children, 2019
Children and families receive maximum benefits from early childhood programs when families are actively engaged. "Parental involvement" is an established feature of Aboriginal Head Start in Urban and Northern Communities (AHSUNC) in Canada, and there is interest in increasing the knowledge on how AHSUNC sites engage with parents and…
Descriptors: Family Involvement, Well Being, Indigenous Populations, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Rahn, Naomi L.; Coogle, Christan Grygas; Ottley, Jennifer R. – Infants and Young Children, 2019
Embedded learning opportunities are one evidence-based practice for addressing individualized education program goals for young children with special needs. In this study, we used quantitative and qualitative methods to analyze 8 early childhood special education teachers' use of embedded learning opportunities during the usual conditions of…
Descriptors: Preschool Teachers, Evidence Based Practice, Special Education Teachers, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Pekçetin, Serkan; Saridas, Bagdagül; Üstünyurt, Zeynep; Kayihan, Hülya – Infants and Young Children, 2019
The purpose of this study was to compare the sensory-processing patterns of preterm and term children at 6 years of age. The sensory profile (SP; W. Dunn, 1999) was used to evaluate sensory-processing patterns. We compared the section and factor SP scores of 118 preterm children with those of 158 term children at 6 years of age. Preterm children…
Descriptors: Sensory Integration, Intervention, Occupational Therapy, Neonates
Peer reviewed Peer reviewed
Direct linkDirect link
Infants and Young Children, 2019
Low-risk infants discharged from a neonatal intensive care unit (NICU) can include infants whose stay was due to late-term prematurity, suspicion of sepsis, breathing issues, and/or feeding challenges. This study aimed to identify the degree to which sociodemographic and medical factors contribute to low-risk NICU graduates being accepted into…
Descriptors: Infants, Neonates, Hospitals, Premature Infants
Peer reviewed Peer reviewed
Direct linkDirect link
Noyes-Grosser, Donna M.; Elbaum, Batya; Wu, Yan; Siegenthaler, Kirsten M.; Cavalari, Rachel S.; Gillis, Jennifer M.; Romanczyk, Raymond G. – Infants and Young Children, 2018
Autism spectrum disorder (ASD) can be diagnosed as early as 18 months of age. State Early Intervention (EI) programs under Part C of the Individuals with Disabilities Education Act (IDEA) are serving increasing numbers of children with ASD; however, little is known about outcomes of these services. This study evaluated the impact of EI for…
Descriptors: Toddlers, Autism, Pervasive Developmental Disorders, Early Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Hanline, Mary Frances; Dennis, Lindsay; Warren, Amy – Infants and Young Children, 2018
The purpose of this qualitative study was to describe early childhood special education service providers' perceptions of the use of alternative and augmentative communication (AAC) in their preschool classrooms as a result of participation in MELD (Multimodal Early Language Development) AAC professional development. MELD is a multicounty project…
Descriptors: Qualitative Research, Preschool Education, Early Childhood Education, Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Morales Murillo, Catalina Patricia; McWilliam, R. A.; Grau Sevilla, María Dolores; García Grau, Pau – Infants and Young Children, 2018
This article presents a pilot study of the 3M Preschool Routines Functioning Scale (3M) with Spanish children. Twenty teachers and 285 children, from 6 early childhood education centers in Valencia, Spain, participated. The teachers completed one 3M scale on each child in their classrooms. We studied the internal consistency of the scores of the…
Descriptors: Foreign Countries, Preschool Children, Preschool Education, Measures (Individuals)
Peer reviewed Peer reviewed
Direct linkDirect link
Meadan, Hedda; Douglas, Sarah N.; Kammes, Rebecca; Schraml-Block, Kristen – Infants and Young Children, 2018
Early intervention (EI) service providers working with young children with developmental disabilities and delays and their families often utilize coaching practices to engage caregivers in the EI process. Within the literature, the usefulness of coaching has been identified. However, little is known about how coaching practices look in…
Descriptors: Early Intervention, Young Children, Developmental Disabilities, Developmental Delays
Peer reviewed Peer reviewed
Direct linkDirect link
Donegan-Ritter, Mary; Van Meeteren, Beth – Infants and Young Children, 2018
This article describes how practice-based coaching was used with Early Head Start infant and toddler teachers to support their use of evidence-based language facilitation strategies. Video-based self-refection and focused feedback allowed teachers to recognize what they were already doing well and increased the fidelity of evidence-based…
Descriptors: Infants, Toddlers, Coaching (Performance), Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Chernego, Daria I.; McCall, Robert B.; Wanless, Shannon B.; Groark, Christina J.; Vasilyeva, Marina J.; Palmov, Oleg I.; Nikiforova, Natalia V.; Muhamedrahimov, Rifkat J. – Infants and Young Children, 2018
This study examined the effect of a social-emotional intervention implemented in one St. Petersburg (Russian Federation) institution (called a Baby Home, BH) on the general behavioral development of preterm children (gestational ages of 30-36 weeks) during their first 2 years of life. The intervention consisted of training caregivers and…
Descriptors: Foreign Countries, Premature Infants, Intervention, Child Development
Peer reviewed Peer reviewed
Direct linkDirect link
Spence, Christine M.; Connor, Susan M.; Burke, Ted; Cheema, Jehanzeb R.; Ostrosky, Michaelene M. – Infants and Young Children, 2018
A statewide needs assessment was conducted with early interventionists to gather information on perceived professional development (PD) needs. Across 3 years, 4,455 early interventionists responded to an online survey. Data were analyzed for reported needs on PD topics in seven broad areas related to early intervention processes and content.…
Descriptors: Needs Assessment, Early Intervention, Professional Development, Online Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
Cunha, Ana C. B.; Berkovits, Michelle D.; Albuquerque, Karolina A. – Infants and Young Children, 2018
Developmental assessment scales are important tools for determining developmental delays and planning preventive interventions. One broad assessment scale used to evaluate child development is the Battelle Developmental Inventories (BDIs). The BDI-2 has a standardized version in English with good psychometric properties and a translated version in…
Descriptors: Child Development, Measures (Individuals), Young Children, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Hurley, Jennifer J.; Looby, Winnie; Goodrum, Ashley R.; Campbell, Elizabeth M.; Bonti, Gregg K.; Raymon, Becca A.; Condon, Rebecca; Schwaeber, Sami E.; Mauceri, Melina E.; Bourne, Erin M.; Callahan, Elizabeth D.; Hardy, Danielle L.; Mathews, Pamela – Infants and Young Children, 2018
Early intervention (EI) services are provided for families and children at risk for or with developmental delays. Early intervention includes services that are provided in the natural environment as mandated by the Individuals with Disabilities Education Act (IDEA; 2004). The natural environment is where children and families would naturally spend…
Descriptors: Early Intervention, At Risk Persons, Homeless People, Developmental Delays
Peer reviewed Peer reviewed
Direct linkDirect link
Frantz, Rebecca; Hansen, Sarah Grace; Squires, Jane; Machalicek, Wendy – Infants and Young Children, 2018
Child development occurs within the context of the child's family, neighborhood, and community environment. Early childhood providers support positive outcomes, not only for the children with whom they directly work with but also for their families. Families of children with developmental delays often experience unique challenges. A family…
Descriptors: Child Development, Resilience (Psychology), Early Childhood Education, Family Needs
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  36