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Bricker, Diane D.; Felimban, Huda S.; Lin, Fang Yu; Stegenga, Sondra M.; Storie, Sloan O'Malley – Topics in Early Childhood Special Education, 2022
Collaboration with caregivers and between disciplines and agencies is a recommended practice in the field of early intervention and early childhood special education (EI/ECSE) as well as required by federal legislation for young children with disabilities. Review of relevant literature suggests that collaboration entails a complex set of…
Descriptors: Early Intervention, Early Childhood Education, Special Education, Students with Disabilities
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Shepley, Collin; Grisham-Brown, Jennifer; Lane, Justin D. – Topics in Early Childhood Special Education, 2022
Multitiered systems of support provide a framework for matching the needs of a struggling student with an appropriate intervention. Experimental evaluations of tiered support systems in grade schools have been conducted for decades but have been less frequently examined in early childhood contexts. A recent meta-analysis of multitiered systems of…
Descriptors: Positive Behavior Supports, Preschool Children, Preschool Education, Program Evaluation
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Shepley, Collin; Grisham-Brown, Jennifer; Lane, Justin D.; Ault, Melinda J. – Topics in Early Childhood Special Education, 2022
Progress-monitoring data collection is an essential skill for teachers serving children for whom the general curriculum is insufficient. As the field of early childhood education moves toward tiered service provision models, the importance of routine data collection is heightened. Therefore, we evaluated the effects of a training package on…
Descriptors: Early Childhood Education, Preschool Teachers, Teacher Behavior, Data Collection
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Agbaria, Qutaiba – Topics in Early Childhood Special Education, 2022
This study examined whether two facets of preschool children's home environment, parenting style and parental emotional intelligence, may be risk factors for challenging behaviors among kindergarten children in Arab society in Israel. The author sampled 524 parents of children ages 4 to 5 years who completed questionnaires about their parenting…
Descriptors: Foreign Countries, Child Rearing, Parenting Styles, Emotional Intelligence
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Wahman, Charis L.; Pustejovsky, James E.; Ostrosky, Michaelene M.; Santos, Rosa Milagros – Topics in Early Childhood Special Education, 2022
Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which…
Descriptors: Story Telling, Social Development, Intervention, Behavior Problems
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Coogle, Christan Grygas; Nagro, Sarah; Regan, Kelley; O'Brien, Kristen Merrill; Ottley, Jennifer R. – Topics in Early Childhood Special Education, 2022
We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time, technology-enhanced, and performance-based feedback and video analysis on three preschool teachers' use of naturalistic instruction targeting children's communication and child responses. We also measured the…
Descriptors: Performance Based Assessment, Preschool Teachers, Instructional Improvement, Video Technology
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Aspden, Karyn; Baxter, Stacey M.; Clendon, Sally; McLaughlin, Tara W. – Topics in Early Childhood Special Education, 2022
Inclusive experiences for all children are foundational to New Zealand early childhood education, yet teacher beliefs and practices related to identification and referral processes may be delaying access to important early intervention support for children with disabilities. To better understand teachers' perspectives, past and present, this…
Descriptors: Identification, Referral, Early Intervention, Foreign Countries
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Saral, Dincer; Ulke-Kurkcuoglu, Burcu – Topics in Early Childhood Special Education, 2022
We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD ages 5 to 6 years took part in the study. LTM was…
Descriptors: Autism, Pervasive Developmental Disorders, Play, Imagination
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Pullum, Megan R.; King, Seth A.; Kennedy, Krystal – Topics in Early Childhood Special Education, 2022
Play represents an important component of early childhood education and is linked to the development of communication and social skills, particularly for children with developmental disabilities who often lack play skills. Structured teaching is a systematic method that entails visually arranging and organizing the learning environment. Although…
Descriptors: Preschool Children, Play, Developmental Disabilities, Students with Disabilities
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Pratt, Amy S.; Adams, Ashley M.; Peña, Elizabeth D.; Bedore, Lisa M. – Topics in Early Childhood Special Education, 2022
We explore the classification accuracy of a parent and teacher report measure, the Inventory to Assess Language Knowledge (ITALK), to screen for developmental language disorder (DLD) in bilingual children. Participants were 120 Spanish-English bilingual children with typical development (TD) and 19 bilingual children with DLD, ranging in age from…
Descriptors: Questionnaires, Screening Tests, Developmental Delays, Language Impairments
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Luo, Li; Reichow, Brian; Snyder, Patricia; Harrington, Jennifer; Polignano, Joy – Topics in Early Childhood Special Education, 2022
All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social-emotional interventions for young…
Descriptors: Meta Analysis, Social Emotional Learning, Intervention, Preschool Children
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Frantz, Rebecca; Douglas, Sarah; Meadan, Hedda; Sands, Michelle; Bhana, Naima; D'Agostino, Sophia – Topics in Early Childhood Special Education, 2022
Paraeducators play an important role supporting children with developmental disabilities in early childhood settings, and the current educational system has come to rely heavily on paraeducator supports. Unfortunately, most paraeducators receive limited training prior to engaging in their classroom roles and responsibilities, and teachers receive…
Descriptors: Paraprofessional School Personnel, Early Childhood Education, Cooperating Teachers, Professional Development
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Sawyer, Brook E.; O'Connell, Ann; Bhaktha, Nivedita; Justice, Laura M.; Santoro, Julie R.; Rhoad Drogalis, Anna – Topics in Early Childhood Special Education, 2022
Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b)…
Descriptors: Teacher Attitudes, Self Efficacy, Beliefs, Early Childhood Education
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Romano, Mollie; Schnurr, Melissa – Topics in Early Childhood Special Education, 2022
While caregiver coaching approaches in early intervention have a comprehensive literature base, the field continues to experience a research-to-practice gap in the implementation of capacity-building coaching approaches. We examined the caregiver coaching divide and identified strategies for researchers and Part C programs to bridge the gap so…
Descriptors: Early Intervention, Caregivers, Coaching (Performance), Evidence Based Practice
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Muttiah, Nimisha; Drager, Kathryn D. R.; Beale, Bethany; Bongo, Hailey; Riley, Lindsay – Topics in Early Childhood Special Education, 2022
Young children with complex communication needs are often severely restricted in their ability to communicate and develop language skills. A major barrier preventing these children from accessing communication is a lack of appropriate means to communicate. The present study investigated the implementation of nonelectronic visual scene displays…
Descriptors: Language Skills, Pictorial Stimuli, Preschool Children, Semantics
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