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Siller, Michael; Murthy, Harshini; Fuhrmeister, Sally – Infants and Young Children, 2023
Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive…
Descriptors: COVID-19, Pandemics, Preschool Education, Students with Disabilities
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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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Amsbary, Jessica; Able, Harriet – Infants and Young Children, 2023
Early intervention (EI) services are intended to be delivered in a family-centered manner. Thus, it is important to obtain family perspectives as they relate to implementation experiences in EI. Using an implementation science framework to guide the questioning. Twelve interviews were conducted with parents who participated in 1 EI program to…
Descriptors: Early Intervention, Parent Attitudes, Barriers, Success
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DuShane, Danielle; Yu, SeonYeong – Infants and Young Children, 2023
The purpose of this review is to understand what has been learned over the past 20 years of research on preschool and childcare expulsions in the United States. Our literature search identified 16 research studies on this topic. An extensive review of the identified studies was conducted to critically examine the methods used to measure expulsion,…
Descriptors: Preschool Education, Preschool Children, Child Care, Expulsion
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Gonzalez, Melissa; Rama, Catherine; Nawab, Aria; Robertson, Emily; Partridge, Paulina Maria; Ashkenazi, Arielle; Mansoor, Elana; Van Weelden, Julie; Peña, Kristyna; Natale, Ruby – Infants and Young Children, 2023
The COVID-19 pandemic has had massive impacts across the globe. Children with developmental delays are an increasingly vulnerable population, highlighting the importance of ensuring they have access to high-quality virtual services during this time. The Early Discovery program currently provides therapeutic interventions for children with mild…
Descriptors: Developmental Delays, COVID-19, Pandemics, Preschool Children
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Williams, Natalie A.; Villachan-Lyra, Pompéia; Hatton-Bowers, Holly; Marvin, Christine; Chaves, Emmanuelle; Hollist, Cody; Gomes, Renata Trefiglio Mendes; Barbosa, Leopoldo Nelson F. – Infants and Young Children, 2023
The goal of this study was to describe the provision of intervention services to children with congenital Zika syndrome (CZS) in a large health care institution located in Recife, Brazil, and family factors related to intervention involvement, through the lens of family-centered developmental--behavioral pediatric care principles. Caregivers (N =…
Descriptors: Foreign Countries, Intervention, Children, Caregivers
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Meadan, Hedda; Lee, James D.; Sands, Michelle M.; Chung, Moon Y.; García-Grau, Pau – Infants and Young Children, 2023
Effective support for children with developmental disabilities or delays is dependent on the successful collaboration between families and professionals and among professionals. For years, researchers and professionals have been coaching caregivers and other professionals to implement evidence-based practices with children with disabilities.…
Descriptors: Coaching (Performance), Fidelity, Test Construction, Developmental Disabilities
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Forsythe, Natalie; Larson, Anne L. – Infants and Young Children, 2023
This study examined consultants' and consultees' perspectives of itinerant service delivery for students with disabilities in inclusive preschool classrooms. Consultants (i.e., early childhood special education teachers and related service providers) and consultees (lead and assistant preschool teachers) working in inclusive preschool classrooms…
Descriptors: Consultants, Inclusion, Preschool Education, Students with Disabilities
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Nichols, Sarah L.; Connor, Susan M.; Kastanis, Maria P.; Corso, Robert M. – Infants and Young Children, 2023
A survey was distributed to Part C early intervention (EI) service coordination (SC) stakeholders in one state in order to gain a deeper understanding of service coordinator knowledge, skills, and motivators for professional growth and recognition. Survey participants (N = 107), including dedicated service coordinators, program managers, social…
Descriptors: Stakeholders, Administrator Attitudes, Parent Attitudes, Professional Development
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Chieh-Yu Chen; Luis Anunciação; Sondra M. Stegenga – Infants and Young Children, 2023
This study examined the agreement between the Ages & Stages Questionnaires, third edition (ASQ-3), and the Ages & Stages Questionnaires: Social-Emotional, second edition (ASQ:SE-2), and investigated the relationship of the overall indication of "parental concerns" about their child's behavior on the ASQ-3 and the results of the…
Descriptors: Questionnaires, Child Development, Screening Tests, Parent Attitudes
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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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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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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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Diane Meytha Supit; Hartono Gunardi; Bernie Endyarni Medise; Jeslyn Tengkawan – Infants and Young Children, 2023
The Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP) is a valid and reliable screening tool for detecting language delay in children. However, it has not been translated into the Indonesian language. This study aimed to determine the validity and internal consistency of the Indonesian-translated CSBS DP as a screening…
Descriptors: Test Validity, Indonesian Languages, Infants, Toddlers
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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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