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Swanson, Loraine; Menon, Meera; Minogue, Amber; Russell, Rebecca; Berns, Scott – Infants and Young Children, 2023
Given the proportion of young children experiencing disadvantages in achieving optimal health due to inequities related to race, place, and income, there is increasing attention to developing effective early childhood (EC) systems. As EC leaders embrace methods such as collective impact in driving systems change, there is a growing recognition…
Descriptors: Early Childhood Education, Program Evaluation, Program Improvement, Educational Innovation
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Marshall, Jennifer; Hume, Emma; Prieto, Concha; Ade, Cedrick; Delva, Jennifer; Geffrard, Carlene; Dias, Emanuelle; Elger, Rafaella Stein – Infants and Young Children, 2023
Early Childhood Comprehensive Systems (ECCS) grants help states and communities improve early childhood systems to support child development, equitable access to quality services and supports, and family well-being. Truly interdisciplinary, ECCS promotes cross-sector systems change initiatives that focus on integrating health care, mental health,…
Descriptors: Evaluation Methods, Program Evaluation, Early Childhood Education, Infants
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Michael J. Guralnick – Infants and Young Children, 2023
In this article, a framework for the creation of a fully inclusive and comprehensive early childhood intervention system is described. Although aspirational at this time, the potential for developmental science, intervention science, and implementation science to be integrated to maximize the effectiveness of early intervention systems is…
Descriptors: Inclusion, Early Childhood Education, Early Intervention, Community Programs
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Jennifer E. Cunningham; Jason C. Chow; Kathleen Artman Meeker; Abby Taylor; Mary Louise Hemmeter; Ann P. Kaiser – Infants and Young Children, 2023
The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that…
Descriptors: Toddlers, Social Emotional Learning, Intervention, Educational Theories
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Ford, Andrea L. B.; Hugh, Maria L.; Johnson, LeAnne D.; Young, Kelsey A. – Infants and Young Children, 2022
Current conceptualizations of process quality in early childhood education highlight a variety of global classroom indicators that directly link to improved child outcomes. This conceptualization may need to be extended, however, to facilitate more meaningful change in children's development and readiness for kindergarten. To enhance our current…
Descriptors: Program Effectiveness, Educational Quality, Child Development, School Readiness
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Bruder, Mary Beth; Gundler, Darla; Stayton, Vicki; Kemp, Peggy – Infants and Young Children, 2021
There are concerns about the quantity and quality of personnel in early childhood intervention (ECI) as the numbers of infants and young children with delays and disabilities grow in number, needs, and diversity. The Early Childhood Personnel Center (ECPC) was funded to provide technical assistance (TA) to state systems of ECI and institutions of…
Descriptors: Infants, Toddlers, Young Children, Preschool Education
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Cosgrove, Kimberly; Gilkerson, Linda; Leviton, Audrey; Mueller, Mary; Norris-Shortle, Carole; Gouvêa, Marcia – Infants and Young Children, 2019
A strong relationship between parents and professionals is essential to successful early intervention. Yet, programs struggle to engage families in services. This article describes a successful pilot project to strengthen parent/professional relationships for families with children with disabilities living in a high-poverty urban area. Early…
Descriptors: Early Intervention, Family Involvement, Disabilities, Poverty
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Bruder, Mary Beth; Catalino, Tricia; Chiarello, Lisa A.; Mitchell, Marica Cox; Deppe, Janet; Gundler, Darla; Kemp, Peggy; LeMoine, Sarah; Long, Toby; Muhlenhaupt, Mary; Prelock, Patricia; Schefkind, Sandra; Stayton, Vicki; Ziegler, Deborah – Infants and Young Children, 2019
The Early Childhood Personnel Center (ECPC) was funded by the Office of Special Education Programs at the U.S. Department of Education to provide technical assistance to State Systems of Early Childhood Intervention and Institutions of Higher Education on issues related to personnel development. One initiative of the ECPC has been to collaborate…
Descriptors: Competence, Infants, Young Children, Disabilities
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Elenko, Beth – Infants and Young Children, 2019
The State University of New York (SUNY) Downstate's occupational therapy (OT) Program has worked over the last decade and a half providing advanced training in early intervention (EI) through 3 OT programs for practicing and preservice occupational therapists. There are many challenges in the preparation of entry-level practitioners to work…
Descriptors: Occupational Therapy, Allied Health Occupations Education, Best Practices, Early Intervention
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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
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Rabinowicz, Susan; Ray, Sharon – Infants and Young Children, 2018
Knowledge translation (KT) provides a lens to examine the process of moving research-informed knowledge into early intervention practice (P. Sudsawad, 2007). The process of KT entails cognitive, affective, and behavioral stages that are mediated by factors intrinsic and extrinsic to the practitioner. Facilitators and barriers to this process may…
Descriptors: Information Dissemination, Knowledge Management, Theory Practice Relationship, Early Intervention
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Porter, Sallie; Qureshi, Rubab; Benenson, Irina – Infants and Young Children, 2018
The incidence of infants with congenital syphilis (CS) has been accelerating in the United States and remains an issue of global concern. Infants with CS often experience poor birth, health, and developmental outcomes. These poor outcomes (e.g., prematurity, bone changes, neurodevelopmental impairment) may be exacerbated by social vulnerabilities…
Descriptors: Infants, Communicable Diseases, Child Health, Neurological Impairments
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Liao, Hua-Fang; Wu, Pei-Fang – Infants and Young Children, 2017
In accordance with the Special Education Act that indicates that young children with special needs must have individualized educational plans and receive education with their typically developing peers in the general education setting, Taiwan implemented an experimental preschool inclusion program in 1989. Subsequently, during the 1990s, there was…
Descriptors: Early Childhood Education, Inclusion, Special Needs Students, Foreign Countries
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Diken, Ibrahim H.; Rakap, Salih; Diken, Ozlem; Tomris, Gozde; Celik, Secil – Infants and Young Children, 2016
Inclusion of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support inclusion and teaching in…
Descriptors: Foreign Countries, Disabilities, Young Children, Preschool Education
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Blackburn, Carolyn – Infants and Young Children, 2016
A policy-to-practice paper is presented of early childhood inclusion in England. The article aims to report the benefits of early intervention services and early childhood inclusion for children with special educational needs and disabilities (SEND), document the chronology of policy development, and discuss research evidence about…
Descriptors: Foreign Countries, Early Childhood Education, Inclusion, Early Intervention
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