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Mitsch, Maryssa Kucskar; Riggleman, Samantha; Buchter, Jennifer M. – Young Exceptional Children, 2021
Although young children benefit from early learning environments, many children with developmental delay struggle to meaningfully interact, engage, participate in daily routines and activities, and learn new social skills without direct support from evidence-based interventions (EBI), activity-based instruction, or Division for Early Childhood of…
Descriptors: Preschool Children, Preschool Education, Social Development, Emotional Development
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Gesel, Samantha A.; LeJeune, Lauren M.; Lemons, Christopher J. – Young Exceptional Children, 2021
Phonological awareness (PA) is defined as a child's ability to hear and manipulate parts of spoken language (National Early Literacy Panel [NELP], 2009; National Institute of Child Health and Human Development [NICHD], 2000). Ensuring that children develop PA increases the likelihood that they are successful with later reading instruction. Two…
Descriptors: Phonological Awareness, Down Syndrome, Preschool Children, Reading Skills
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Gupta, Sarika S. – Young Exceptional Children, 2021
The ability to adapt positively to change is called resilience (Center for the Developing Child, n.d.). Individual and collective resilience are cultivated in the context of nurturing and supportive relationships (Gittell, 2008; National Scientific Council on the Developing Child, 2004). Ideally, this should occur in the early stages of change and…
Descriptors: Resilience (Psychology), Early Intervention, Early Childhood Education, Special Education
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Albritton, Kizzy; Chen, Ching-I; Bauer, Sara G.; Johnson, Ashley; Mathews, Rachel E. – Young Exceptional Children, 2021
Due to the diverse needs of young children at risk for or with developmental delays/ disabilities and their families, an interdisciplinary and collaborative team is required in schools to deliver family-centered, individualized early intervention/early childhood special education (EI/ECSE) services (Division for Early Childhood of the Council for…
Descriptors: Young Children, At Risk Students, Teamwork, Interdisciplinary Approach
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Chen, Deborah; Dote-Kwan, Jamie – Young Exceptional Children, 2021
Approximately 65% of young children with visual impairments have another disability such as developmental delay, cerebral palsy, or hearing loss. Furthermore, cerebral/cortical visual impairment is the most prevalent visual condition among young children with severe visual impairment in the United States (Hatton et al., 2013). This article…
Descriptors: Preschool Children, Visual Impairments, Comorbidity, Access to Education
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Rausch, Alissa; Bold, Ellie; Strain, Phillip – Young Exceptional Children, 2021
A local education agency (LEA) preschool program serving 3- to 5-year-old children is committed to high-quality inclusion for young children with disabilities and their neurotypical peers. The school is investing in using evidence-based practices to support all children in learning and development, building meaningful friendships, and a sense of…
Descriptors: Preschool Education, Preschool Children, Inclusion, Students with Disabilities
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Hooks, Sara D.; Nagro, Sarah A.; Fraser, Dawn W. – Young Exceptional Children, 2021
Families of students with disabilities experience additional responsibilities associated with learning about and accessing information related to early intervention/special education systems. Likewise, families also require multifaceted communication approaches if genuine access is to be achieved. Therefore, the purpose of this article is to…
Descriptors: Family School Relationship, Students with Disabilities, Family Role, Special Education
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Martinez, Jose R.; Prykanowski, Debra A.; Morgan, Chelsea W. – Young Exceptional Children, 2021
Social competence is the ability to achieve interpersonal goals by engaging in social behaviors that are appropriate and context-specific. It develops early in childhood as children interact with others and it is a significant contributor to children's social development. The purpose of this article is to describe a practical method for how early…
Descriptors: Interpersonal Competence, Peer Teaching, Peer Influence, Intervention
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Lake, Gillian – Young Exceptional Children, 2021
This article offers ways to use the information provided in Martinez, Prykanowski, and Morgan's "Individualized Peer-Mediated Interventions to Increase Young Children's Social Competence" (see EJ1298202) to support holistic development by putting individual children at the center of the intervention.
Descriptors: Peer Teaching, Peer Mediation, Intervention, Interpersonal Competence
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Patry, Mary Beth; Horn, Eva – Young Exceptional Children, 2020
Decades of research have illustrated the linguistic, social, and cognitive growth that occurs in the context of play (e.g., Baron-Cohen, 1987; Lifter, Foster-Sanda, Arzamarski, Briesch, & McClure, 2011; Lillard et al., 2013; Ungerer & Sigman, 1984). Play also provides opportunities to practice and gain important social skills. During play…
Descriptors: Play, Preschool Children, Autism, Skill Development
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Helton, Maria R.; Alber-Morgan, Sheila R. – Young Exceptional Children, 2020
Early elementary inclusive classrooms present teachers with demanding responsibilities. The wide range of student backgrounds, ability levels, and previous school experiences require a well-managed classroom that maximizes instructional time. Teachers reported spending more time addressing disruptive behaviors than they thought they should. One…
Descriptors: Student Behavior, Inclusion, Elementary School Students, Elementary School Teachers
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McCollow, Meaghan M.; Hoffman, Holly H. – Young Exceptional Children, 2020
Implementing evidence-based practices requires not only knowledge of various interventions and practices but also professional judgment in selecting and applying an intervention that best meets the needs of the child and the family. Previous work on decision-making in evidence-based practices has focused on describing evidence-based practices, how…
Descriptors: Evidence Based Practice, Decision Making, Best Practices, Intervention
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Marvin, Christine A.; Moen, Amanda L.; Knoche, Lisa L.; Sheridan, Susan M. – Young Exceptional Children, 2020
It is generally accepted that warm and meaningful parent-child interactions during children's earliest years of life play an important part in supporting young children's cognitive, language, and social-emotional development. In addition, connections between children's home and any out-of-home early childhood experiences are viewed as important to…
Descriptors: Young Children, Parent Child Relationship, Professional Personnel, Interpersonal Relationship
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Friesen, Amber; Mihai, Alina; Butera, Gretchen; Horn, Eva; Palmer, Susan; Lieber, Joan – Young Exceptional Children, 2020
The purpose of this article is to describe an approach that early educators can use to develop meaningful partnerships with families. Specifically, the authors describe their efforts to support teachers in developing home-school connections through a series of Family Projects that strengthened family-child relationships and created opportunities…
Descriptors: Family Involvement, Family School Relationship, Inclusion, Students with Disabilities
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Williams, Crystal S.; Ostrosky, Michaelene M. – Young Exceptional Children, 2020
Bagless intervention is a term used by professionals to describe early intervention (EI) services in which the provider refrains from bringing a bag of toys into the home for sessions. Instead of using a toy bag to work on child outcomes, the service provider uses materials in the child's home, as well as family routines, to address the…
Descriptors: Early Intervention, Instructional Materials, Intervention, Family Environment
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