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Amber Friesen; Alina Mihai – Young Exceptional Children, 2024
Reflection is a continuous process that is an essential part of an educator's work and their commitment to being a lifelong learner, actively working to improve professional practice (Division of Early Childhood [DEC], 2022). Reflective practice allows practitioners to continue to refine their knowledge and skills to become more effective in their…
Descriptors: Reflection, Early Childhood Education, Early Intervention, Faculty Development
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Crystal S. Williams; Grace E. Sawyer – Young Exceptional Children, 2024
Caregiver coaching is a mutually beneficial practice used by early interventionists (EIs) to build caregivers' confidence and capacities to support their children, which, in turn, leads to EIs gaining knowledge from families and developing new skills (e.g., Douglas et al., 2020; Meadan et al., 2020). Coaches (i.e., EIs) help others (i.e.,…
Descriptors: Caregivers, Coaching (Performance), Daily Living Skills, Intervention
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O'Grady, Courtney E.; Jackle, Erin M.; Ostrosky, Michaelene M. – Young Exceptional Children, 2023
Many early educators struggle with how to address challenging behaviors that they feel are persistent, and in fact, challenging behavior is identified as teachers' most pressing training need. Feeling unprepared to prevent and intervene on challenging behavior can lead to increased teacher stress, burnout, and turnover. In the most extreme…
Descriptors: Suspension, Early Childhood Education, Student Behavior, Preschool Children
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Amsbary, Jessica; Alzamel, Ashwaq; Lin, Mei-Ling; Savage, Melissa; Reszka, Stephanie; Crais, Elizabeth; Watson, Linda; Boyd, Brain – Young Exceptional Children, 2023
Increasing child engagement and improving social-communication (SC) and play skills for young children with autism spectrum disorder (ASD) may provide a foundation for future academic and social development; yet preschool practitioners may not have the resources to successfully identify and target these skills for all children in their classrooms.…
Descriptors: Interpersonal Communication, Interpersonal Relationship, Social Development, Play
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Jackson, Elizabeth M.; Hanline, Mary Frances; Eldridge, Jennifer – Young Exceptional Children, 2023
Informational text (IT) is a type of nonfiction designed to convey information about the natural or social world. Reading IT with young children increases knowledge of content area vocabulary and concepts and helps children build the background knowledge for success with future reading. However, children with autism spectrum disorder (ASD) may…
Descriptors: Autism Spectrum Disorders, Nonfiction, Reading Comprehension, Teaching Methods
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Davis, Frances A.; Sexton, Sarah; Everhart, Kris; Shelden, M'Lisa – Young Exceptional Children, 2023
For decades, the fields of early childhood intervention and early childhood special education (EI/ECSE) have been promoting child participation in naturally occurring family and classroom activities and routines as the context for intervention and the use of caregiver coaching as a capacity-building, family-centered interaction style. The…
Descriptors: Program Implementation, Theory Practice Relationship, Research and Development, Early Childhood Education
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Fettig, Angel; Meyer, Lori E.; Locchetta, Brandy M.; Barton, Erin E. – Young Exceptional Children, 2023
The global pandemic has meant that some schools are back in session with new and changing rules, and others are providing remote learning. The U.S. Department of Education has addressed specialized instruction through remote learning for children with disabilities, including addressing misconceptions about service delivery for children with…
Descriptors: Professional Associations, Educational Practices, Virtual Classrooms, Distance Education
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Gauvreau, Ariane N.; Lohmann, Marla J.; Hovey, Katrina A. – Young Exceptional Children, 2023
Circle time is a common part of the day in many early childhood programs. This important routine can encompass instruction on curricular concepts, provide a space to introduce new topics, and build membership and community within inclusive classrooms. Lesson plans or strategies for circle time instruction are also a part of many early childhood…
Descriptors: Early Childhood Education, Active Learning, Young Children, Group Activities
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Hancock, Christine L. – Young Exceptional Children, 2023
Decision-making between professionals and families is an integral part of early intervention (EI), as reflected by family-centered philosophies and practices embodied in the Division for Early Childhood's (DEC, 2014) Recommended Practices. In this article, the author first briefly defines decision-making and two forms of decision-making relevant…
Descriptors: Family Involvement, Home Visits, Early Intervention, Participative Decision Making
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O'Grady, Courtney; Batool, Sadia; Batz, Ruby; Vinh, Megan – Young Exceptional Children, 2023
By its very nature, the field of early intervention and early childhood special education (EI/ ECSE) "should" be grounded in social justice, with an ongoing commitment to the pursuit of equity for young children with disabilities and their families. However, it must be reckoned with that this field is steeped in a deficit model of…
Descriptors: Early Intervention, Early Childhood Education, Special Education, Social Justice
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Park, Kyunghwa Kay; Horn, Eva Marie; Kurth, Jennifer A. – Young Exceptional Children, 2023
Inclusion is central to work in early intervention and early childhood special education (EI/ECSE) and reflected in the core beliefs and recommended practices of the field (Division for Early Childhood [DEC], 2014). Inclusion, according to the joint statement of the DEC and the National Association for the Education of Young Children (2009), means…
Descriptors: Inclusion, Young Children, Disabilities, Family Involvement
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Schumaker-Murphy, Megan – Young Exceptional Children, 2023
Over 400,000 American families that participate in early intervention (EI) services each year (Office of Special Education Programs, 2020). Family engagement is so crucial to the success of these services (Bruder, 2000; Trivette et al., 2010) that the use of family-centered practices (FCPs) is included in the wording of the federal special…
Descriptors: Early Intervention, Family Programs, Males, Caregivers
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Rutland, Julie Harp; Hawkins-Lear, Sarah; Gooden, Caroline J. – Young Exceptional Children, 2023
Neonatal Abstinence Syndrome (NAS) is the term used to describe newborn experiences of withdrawal after exposure to opioids or other substances in utero (Kondili & Duryea, 2019). An urgent need exists for trained practitioners to serve children with NAS and their families (e.g., Gregory, 2014; Hancock et al., 2017; Health care Cost and…
Descriptors: Neonates, Drug Abuse, Prenatal Influences, Drug Rehabilitation
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Bohr, Christina; Acar, Serra – Young Exceptional Children, 2023
Language diversity in the United States has been rapidly increasing in the last three decades (U.S. Census Bureau, 2015). Children who are under 8 years of age and have at least one parent who speaks a language other than English at home comprise 32% of the nation's young child population (Park et al., 2017), increasing the need for practitioners,…
Descriptors: English (Second Language), Second Language Learning, Peer Relationship, Interaction
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Sterrett, Kyle; Freeman, Stephanny; Hayashida, Kristen; Kim, Joanne J.; Paparella, Tanya – Young Exceptional Children, 2023
Preverbal communication means any social behavior that occurs before children communicate verbally. Generally, these communicative behaviors are categorized into two ways: as behavior regulation (BR) or joint attention (JA) skills. BR, also referred to as requesting, involves the use of behaviors to gain something or receive assistance (Mundy et…
Descriptors: Verbal Communication, Intervention, Behavior Development, Natural Language Processing
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