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Showing 1 to 15 of 55 results Save | Export
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Uzonyi, Thelma E.; Page, Jessica M.; DuBay, Michaela; Crais, Elizabeth R. – Infants and Young Children, 2022
This qualitative study explored the knowledge and perceptions about early screening for developmental disabilities and autism spectrum disorder (ASD) in childcare settings using semistructured interviews with directors, teachers, and parents at 12 childcare centers. Results indicated that most of the directors and teachers, who were interviewed,…
Descriptors: Screening Tests, Developmental Disabilities, Autism, Pervasive Developmental Disorders
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Holloway, Jamie M.; Long, Toby M.; Biasini, Fred J. – Infants and Young Children, 2021
Many children with autism spectrum disorder (ASD) demonstrate movement difficulties in addition to problems with social communication and interactions, and repetitive or restrictive behaviors. The goal of early intervention for children with disabilities is to promote participation in routines and activities, but little is known about the role…
Descriptors: Autism, Pervasive Developmental Disorders, Psychomotor Skills, Behavior Problems
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Edwards, Nicole Megan; Kaiser, Eileen; Stapel-Wax, Jennifer L. – Infants and Young Children, 2021
In the United States, there is a widespread concern with not referring more infants and toddlers with a risk of or identified autism spectrum disorder (ASD) to Early Intervention (EI) under Part C of the Individuals with Disabilities Education Act (IDEA, 2004). Despite early signs and screening initiatives, most children with ASD are not referred…
Descriptors: Federal Legislation, Equal Education, Educational Legislation, Infants
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Tupou, Jessica; Waddington, Hannah; Sigafoos, Jeff – Infants and Young Children, 2020
There is a need for research that evaluates the effectiveness of early intervention when delivered in inclusive preschools. In this study, 3 regular preschool teachers were trained to use the Early Start Denver Model with a child with autism spectrum disorder who attended an inclusive preschool. Each teacher worked with 1 child. Teachers received…
Descriptors: Program Evaluation, Coaching (Performance), Early Intervention, Preschool Children
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Coogle, Christan Grygas; Parsons, Allison Ward; La Croix, Leslie; Ottley, Jennifer R. – Infants and Young Children, 2020
The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and dialogic reading plus modeling on the expressive vocabulary identification of 2 preschool children identified with autism spectrum disorder. Their preschool teacher implemented each of the conditions within the daily routines of…
Descriptors: Teaching Methods, Reading Strategies, Expressive Language, Vocabulary Development
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McDonald, Nicole M.; Hyde, Carly; Choi, April Boin; Gulsrud, Amanda C.; Kasari, Connie; Nelson, Charles A., III; Jeste, Shafali S. – Infants and Young Children, 2020
Tuberous sclerosis complex (TSC) is a rare genetic syndrome that confers risk for neurodevelopmental disorders, including autism spectrum disorder and intellectual disability. Delays in social communication and early cognitive abilities are observable as early as 9 months of age in children with TSC; however, there have been no studies of early…
Descriptors: Infants, Child Development, Genetic Disorders, Pervasive Developmental Disorders
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Adams, Dawn; Keen, Deb; Heussler, Helen; Wicks, Rachelle; Roberts, Jacqueline – Infants and Young Children, 2019
Early childhood intervention (ECI) services for children on the autism spectrum commonly espouse a family-centered approach but outcomes studies often focus solely upon the child. Mothers of 96 children on the spectrum (aged 4-5 years) completed a measure of access to ECI and the Family Outcomes Survey--Revised. Family outcomes after ECI were…
Descriptors: Foreign Countries, Early Intervention, Autism, Pervasive Developmental Disorders
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Kemp, Coral; Stephenson, Jennifer; Cooper, Megan; Hodge, Kerry – Infants and Young Children, 2019
A multiple-probe design across participants was used to investigate the effect of a peer-mediated intervention on the turn-taking behavior of 3 children with autism spectrum disorder (ASD) attending inclusive childcare centers. An educator trained peers to support the child with a disability to take turns playing a game on an iPad. The educator…
Descriptors: Peer Mediation, Teacher Role, Facilitators (Individuals), Young Children
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Mayes, Susan D. – Infants and Young Children, 2019
Brief, clinically feasible instruments are needed to assess autism spectrum disorder (ASD) in toddlers and preschoolers so that children can access early evidence-based intervention. Study purposes were to (1) compare scores on the 30-item Checklist for Autism Spectrum Disorder (CASD) and 6-item CASD-Short Form (CASD-SF) for toddlers and…
Descriptors: Autism, Pervasive Developmental Disorders, Toddlers, Preschool Children
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Noyes-Grosser, Donna M.; Elbaum, Batya; Wu, Yan; Siegenthaler, Kirsten M.; Cavalari, Rachel S.; Gillis, Jennifer M.; Romanczyk, Raymond G. – Infants and Young Children, 2018
Autism spectrum disorder (ASD) can be diagnosed as early as 18 months of age. State Early Intervention (EI) programs under Part C of the Individuals with Disabilities Education Act (IDEA) are serving increasing numbers of children with ASD; however, little is known about outcomes of these services. This study evaluated the impact of EI for…
Descriptors: Toddlers, Autism, Pervasive Developmental Disorders, Early Intervention
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Little, Lauren M.; Wallisch, Anna; Pope, Ellen; Dunn, Winnie – Infants and Young Children, 2018
Intervention services positively impact outcomes of children with autism spectrum disorder (ASD) and their families. However, families face many burdens when accessing high-quality intervention services such as availability of providers, time, and cost; these burdens are often magnified for underserved families. Therefore, the purpose of this…
Descriptors: Autism, Pervasive Developmental Disorders, Cost Effectiveness, Caregiver Attitudes
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Coogle, Christan Grygas; Ottley, Jennifer R.; Storie, Sloan; Rahn, Naomi L.; Burt, Amy Kurowski – Infants and Young Children, 2017
Research suggests that there is a gap in what we know is best practice and what is taking place in inclusive early childhood classrooms for children identified with autism spectrum disorder. The purpose of this single-case design study was to examine the effect of eCoaching on (a) a preschool special educator's use of embedded learning…
Descriptors: Special Education, Special Education Teachers, Teaching Methods, Outcomes of Education
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Guralnick, Michael J.; Bruder, Mary Beth – Infants and Young Children, 2016
The current status and future directions of early childhood inclusion in the United States are discussed from the perspective of 4 key goals: access, accommodations and feasibility, developmental progress, and social integration. Recommendations are put forward to promote inclusion goals emphasizing administrative structures, personnel…
Descriptors: Early Childhood Education, Inclusion, Preschool Education, Preschool Children
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Harris, Jill; Norton, Amy – Infants and Young Children, 2016
Developmental screening of young children is important in all populations, especially underserved communities with known health care disparities. The American Academy of Pediatrics created guidelines and a toolkit for pediatricians to conduct developmental surveillance and screening, yet these guidelines are not uniformly implemented within…
Descriptors: Models, Screening Tests, Disadvantaged, Access to Health Care
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Kemp, Coral; Stephenson, Jennifer; Cooper, Megan; Hodge, Kerry – Infants and Young Children, 2016
A single subject multiple treatment design was used to compare the engagement of 3 preschool children with severe and multiple disabilities, using 2 different stimuli: picture books and iPad apps matched for theme and content. Two of the 3 children had diagnoses of autism spectrum disorder in addition to their other disabilities. Sessions for each…
Descriptors: Preschool Children, Severe Disabilities, Clinical Diagnosis, Autism
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