NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 719 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Corr, Catherine; Snodgrass, Melinda R.; Greene, Jennifer C.; Meadan, Hedda; Santos, Rosa Milagros – Journal of Early Intervention, 2020
Mixed methods approaches to research are gaining popularity in the social sciences. Although these approaches may be unfamiliar to many in our field, they can uniquely contribute to and enhance early childhood special education (ECSE) research. The purpose of this article is to orient ECSE researchers to the field of mixed methods social inquiry.…
Descriptors: Mixed Methods Research, Research Methodology, Educational Research, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
Rhoad-Drogalis, Anna; Justice, Laura M. – Journal of Early Intervention, 2020
This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children's language and literacy achievement over an academic year. The sample included 516 preschool children (mean age = 52.3 months, SD = 6.3) in 75 classrooms; 42% of the children had…
Descriptors: Students with Disabilities, Inclusion, Preschool Children, Preschool Education
Peer reviewed Peer reviewed
Direct linkDirect link
García-Grau, Pau; Martínez-Rico, Gabriel; McWilliam, R. A.; Cañadas Pérez, Margarita – Journal of Early Intervention, 2020
Early intervention (EI) has evolved toward a family-centered approach over the past decades. Despite emphasis on this philosophy, however, the field still needs to move from a child- and deficit-based approach to a family-centered one. This study aimed to be a baseline description of professional practices of 250 EI professionals in Spain during a…
Descriptors: Foreign Countries, Early Intervention, Family Programs, Family Involvement
Peer reviewed Peer reviewed
Direct linkDirect link
Hong, Soo-Young; Eum, Jungwon; Long, Yanjie; Wu, Chaorong; Welch, Greg – Journal of Early Intervention, 2020
This study aimed to investigate typically developing preschoolers' behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two…
Descriptors: Preschool Children, Peer Relationship, Inclusion, Classroom Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Dickinson, Sarah; Shaffer-Hudkins, Emily; Raffaele Mendez, Linda M. – Journal of Early Intervention, 2020
Little is known about the specific practices of early interventionists, despite many young children receiving early intervention services through Part C of the Individuals With Disabilities Education Act. The aim of this study was to examine knowledge and use of functionally appropriate evidence-based interventions for challenging behaviors among…
Descriptors: Educational Legislation, Equal Education, Federal Legislation, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Mendelsohn, Alan L.; Cates, Carolyn Brockmeyer; Huberman, Harris S.; Johnson, Samantha B.; Govind, Prashil; Kincler, Naomi; Rohatgi, Rashi; Weisleder, Adriana; Trogen, Brit; Dreyer, Benard P. – Journal of Early Intervention, 2020
We sought to determine whether pediatric primary care interventions targeting positive parenting among low socioeconomic status mothers resulted in reduced referrals to the New York City Early Intervention Program (NYC-EIP). Participants in Building Blocks (BB) and the Video Interaction Project (VIP) were linked with the NYC-EIP administrative…
Descriptors: Program Effectiveness, Pediatrics, Parent Education, Primary Health Care
Peer reviewed Peer reviewed
Direct linkDirect link
Barton, Erin E.; Choi, Gounah; Mauldin, Evelyn G. – Journal of Early Intervention, 2019
Children with disabilities demonstrate fewer complex pretend play behaviors than children with typical development, which might limit their social participation in early childhood settings. A multiple-probe design was used to examine the relation between a single prompt procedure--constant time delay--and the acquisition, maintenance, and…
Descriptors: Play, Imagination, Disabilities, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
Yu, SeonYeong – Journal of Early Intervention, 2019
The purpose of this article is to share findings about Head Start teachers' attitudes and perceived competence toward inclusion based on data gathered from 41 instructional professionals in 18 Head Start classrooms using surveys and interviews. Results showed that all of the participating teachers agreed with inclusion and identified several…
Descriptors: Preschool Teachers, Teacher Attitudes, Self Efficacy, Teacher Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Zijia; Gooden, Caroline; Toland, Michael D. – Journal of Early Intervention, 2019
This study provides preliminary evidence for reliability and validity of the Hawaii Early Learning Profile Strands 0-3 (HELP Strands 0-3), an assessment instrument for young children. First, the degree of interobserver agreement for a sample of representative HELP items was examined; results indicated that HELP scoring was dependable and…
Descriptors: Measures (Individuals), Psychometrics, Early Childhood Education, Test Reliability
Peer reviewed Peer reviewed
Direct linkDirect link
García-Grau, Pau; McWilliam, R. A.; Martínez-Rico, Gabriel; Morales-Murillo, Catalina P. – Journal of Early Intervention, 2019
Family quality of life (FQoL) is considered one of the aims of early intervention (EI) services and a good indicator of service quality. Families were recruited from EI centers in 12 of 17 communities (states) in Spain. This study describes the FQoL of 250 Spanish families with children aged 0 to 6 years in EI services during a family-centered…
Descriptors: Foreign Countries, Quality of Life, Family Environment, Early Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Pooch, Abigail; Natale, Ruby; Hidalgo, Tatiana – Journal of Early Intervention, 2019
Universal screening of social-emotional deficits in preschool children is a promising avenue for detecting children in need of early intervention. Due to the enormity of this task, it is vital that the instruments used in universal screening be brief, inexpensive, and capable of accurately measuring social-emotional development. The Ages and…
Descriptors: Questionnaires, Developmental Stages, Social Development, Emotional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Park, Jinhee; Pados, Britt Frisk; Thoyre, Suzanne M.; Estrem, Hayley H.; McComish, Cara – Journal of Early Intervention, 2019
The purpose of this study was to identify the factor structure of the Child Oral and Motor Proficiency Scale (ChOMPS) and to evaluate the psychometric properties, including internal consistency reliability, test-retest reliability, and construct validity as measured by convergent and known-groups validity. Principal component analysis with varimax…
Descriptors: Factor Structure, Factor Analysis, Psychometrics, Reliability
Peer reviewed Peer reviewed
Direct linkDirect link
Heiskanen, Noora; Alasuutari, Maarit; Vehkakoski, Tanja – Journal of Early Intervention, 2019
This study investigates the descriptions of support measures in the sequential pedagogical documents (individual education plans or programs and others) of children with special education needs from early childhood education and care to preprimary education. According to the previous research, the role of pedagogical work is largely disregarded in…
Descriptors: Special Needs Students, Special Education, Kindergarten, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Akamoglu, Yusuf; Meadan, Hedda – Journal of Early Intervention, 2019
Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and…
Descriptors: Parent Child Relationship, Communication Strategies, Mothers, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Soto, Xigrid; Olszewski, Arnold; Goldstein, Howard – Journal of Early Intervention, 2019
This article summarizes the findings of a systematic review of 15 group and two single-subject experimental design studies that evaluated the effectiveness of phonological awareness interventions for dual language learners (DLL) in preschool through second grade. Studies were evaluated using a "Consumer Reports"-like rating system. Each…
Descriptors: Phonological Awareness, Bilingualism, Intervention, Second Language Learning
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  48