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Michaelene M. Ostrosky; Paddy C. Favazza; Hsiu-Wen Yang; Melissa V. Stalega; Katherine Aronson-Ensign; W. Catherine Cheung; Yusuf Akemoglu; Martin E. Block; Ngai Kwan – Infants and Young Children, 2024
A semistructured preschool motor program was developed in response to the paucity of evidence-based motor programs for preschoolers with disabilities in inclusive classrooms. A randomized controlled trial (RCT) was undertaken to examine the impact of the "CHildren in Action: Motor Program for PreschoolerS (CHAMPPS)," a 21-week…
Descriptors: Psychomotor Skills, Motor Development, Movement Education, Preschool Children
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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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Rebecca M. Alper; Rufan Luo; Marjie Mogul; Roger Bakeman; Lauren B. Adamson; Lillian Masek; Yu Chen; Sarah Paterson; Amy Pace; Roberta M. Golinkoff; Margaret Tresch Owen; Kathy Hirsh-Pasek – Infants and Young Children, 2023
Preventative parent-coaching programs can improve early interaction quality, language skills, and academic outcomes for children experiencing economic adversity. Using a community-based participatory research framework, we piloted Duet, a preventative, parent-implemented, early language intervention. We assigned home visitors to provide Duet or…
Descriptors: Young Children, Mothers, Economically Disadvantaged, Language Acquisition
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Shayl F. Griffith; Loreen S. Magariño; Frances D. Martínez Pedraza; Stacy L. Frazier; Michelle D. Berkovits; Daniel M. Bagner – Infants and Young Children, 2023
Traditional provider-to-child models of early intervention (EI) service provision have been increasingly replaced by service guidelines that promote a broader family-centered approach to support improvement in the child's primary area of delay. These guidelines include working directly with caregivers and addressing needs of the family that might…
Descriptors: Early Intervention, Infants, Young Children, Evidence Based Practice
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Tomris, Gozde; Celik, Secil; Diken, Ibrahim Halil; Akemoglu, Yusuf – Infants and Young Children, 2022
Perceptions of parents of young children receiving early intervention are important to understand. Parents have valuable opinions on the delivery of early interventions services and can provide critical feedback that can help professionals revise their existing early intervention delivery modalities. In the current study, we examined the…
Descriptors: Parent Attitudes, Down Syndrome, Early Intervention, Foreign Countries
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Hardy, Jessica K.; McLeod, Ragan H.; Sweigart, Chris A.; Landrum, Timothy – Infants and Young Children, 2022
The purpose of this study was to compare and contrast frameworks for evaluating methodological rigor in single case research. Specifically, research on high-probability requests to increase compliance in young children was evaluated. Ten studies were identified and were coded using 4 frameworks. These frameworks were the Council for Exceptional…
Descriptors: Case Studies, Research Methodology, Probability, Compliance (Psychology)
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Azzano, Alicia; Ward, Rebecca; Vause, Tricia; Feldman, Maurice – Infants and Young Children, 2022
Interventions for young children at risk for autism spectrum disorder (ASD) may improve key developmental skills and remediate early ASD signs. Parents of 3 children (19, 23, and 26 months old) showing possible early signs of ASD participated. The Parent Observation of Early Markers Scale (POEMS) identified specific child concerns confirmed in…
Descriptors: Autism Spectrum Disorders, At Risk Persons, Young Children, Intervention
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Hebert, Elizabeth Baltus; Nolan, Karen W.; Smith, Katie Nicole – Infants and Young Children, 2022
The cardinal features of autism spectrum disorder (ASD) are recognized to include impairments in communication, social interactions, and restricted, repetitive behaviors and stereotyped interests. However, many children with ASD also have motor activity limitations that are often overlooked. The purpose of this review is to summarize the…
Descriptors: Psychomotor Skills, Young Children, Autism Spectrum Disorders, Motor Development
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Hanline, Mary Frances; Eldridge, Jennifer Nicole; Robbins, Audrey – Infants and Young Children, 2022
The purpose of this systematic review was to describe single case design (SCD) research studies that systematically included peers in interventions designed to have positive outcomes for children with disabilities aged 3-8 years. Thirty-nine articles published in peer-referred journals in the past 10 years were analyzed in relation to study rigor…
Descriptors: Peer Relationship, Young Children, Disabilities, Literature Reviews
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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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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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DeCandia, Carmela J.; Volk, Katherine T.; Unick, George J.; Donegan, Laura Rose W. – Infants and Young Children, 2020
Young children from impoverished backgrounds experience high levels of family and environmental stress, adversely impacting developmental functioning. Early identification provides a pathway to solutions, but many children are never evaluated. In addition, the child-serving workforce lacks resources and expertise to use traditional measures.…
Descriptors: Screening Tests, Test Construction, Young Children, Low Income Groups
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Morales-Murillo, Catalina P.; García-Grau, Pau; Grau-Sevilla, María Dolores; Soucase-Lozano, Beatriz – Infants and Young Children, 2020
This study looked at the effect of mother's educational level, child emotional difficulties, peer interactions, age, and gender on children's sophistication level of engagement. Eighty-six randomly selected children, aged between 36 and 72 months, and 20 teachers from 5 early childhood education centers in Valencia, Spain, participated in the…
Descriptors: Infants, Parent Background, Educational Attainment, Mothers
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Lorio, Ciera; Romano, Mollie; Woods, Juliann; Brown, Jennifer – Infants and Young Children, 2020
An increasing number of researchers are examining the benefits and outcomes of caregiver-implemented interventions for young children with delays or disabilities. Most report the incorporation of multiple coaching strategies within their approach; however, definitions and descriptions of coaching strategies and processes continue to be limited.…
Descriptors: Caregiver Role, Caregivers, Problem Solving, Reflection
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Chen, Chieh-Yu; Squires, Jane; Scalise, Kathleen – Infants and Young Children, 2020
Social-emotional competence is important for children's lifelong positive developmental outcomes. The dimensionality and psychometric properties of a widely used social-emotional assessment, the Ages & Stages Questionnaires: Social-Emotional Second Edition (ASQ:SE-2), were investigated in this study using item response theory models. A…
Descriptors: Social Development, Emotional Development, Screening Tests, Psychometrics
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